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Coming to Terms: How Researchers in Learning and Literacy Talk About Knowledge
Patricia A. Alexander
Texas A&M University
Diane L. Schallert
University of Texas
Victoria C. Hare
University of Illinois—Chicago
Terms used to designate knowledge constructs have proliferated in the literature and often seem to duplicate, subsume, or contradict one another. In this article, we present a conceptual framework for organizing and relating terms that pertain to select knowledge constructs. We begin with an examination of the literature. Based on that review, we build a framework that is intended to clarify terms, and the associations among them, and to articulate definitional statements for these knowledge terms. Finally, we consider the importance of this theoretical undertaking for future research in cognition and in learning.
Review of Educational Research, Vol. 61, No. 3,
315-343 (1991)
DOI: 10.3102/00346543061003315
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