Testing the Synergy Between Declarative and Procedural Knowledge in Isomorphic Problem Solving: A Study of 14-16 Year Olds in Ghana
Since Anderson's ACT theory (1993), there has been evidence that one needs both declarative and procedural knowledge. Over the years, procedural knowledge however has been superimposed on declarative as if the latter is less important. This study examined the impact of declarative knowledge in the solution of isomorphic problems. Those exposed to both declarative and procedural knowledge performed better on isomorphic problem solving as compared to those exposed only to procedural. The findings were assumed to give some plausibility to the effectiveness of declarative knowledge especially in the area of elaboration that facilitate retrieval by providing alternative pathways for spread of activation in solving isomorphic problems.
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Journal of Educational and Social Research ISSN 2239-978X(Print) ISSN 2240-0524(Online)
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