Back to my statement:
Knowledge of facts is critical to building understanding. In-depth understanding.
And yet, knowledge is slowly becoming a Cinderella in the broader context of education for reasons that escape me. Cognitive science tells us that “thinking” well depends on activating knowledge effectively:
“The power of human cognition depends on the amount of knowledge encoded and the effective deployment of it.” (A Simple Theory of Complex Cognition, John R. Anderson, 1995)
We all know that there are two types of knowledge: declarative knowledge (yes, those “irrelevant”, googlable facts), and procedural knowledge (more commonly known as “skills”). These two are intertwined and as student-friendly as you might want to be in dismissing the former (because, well, “knowing” stuff is hard and we want students to have only great experiences or “fun”), you cannot.
These facts (“units” in scientific terminology) are the building blocks of skills (“rules”). Simply put, you cannot build a skill or develop deep conceptual understanding in the absence of facts.
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