Just the above title is an interesting concept to learn! What I have learned from the differences is, a concept consists of both declarative knowledge and concept learning but a fact only consists of declarative knowledge. Let me apply with my own example here; hopefully I get them correctly. Let's say, hmmm *looking around* a container!
If one could only point to one particular container and says it is a container but do not know that another thing beside it is also a container, he only gained declarative knowledge of the container; which is just the fact that he knows that it is a container but might not fully understand what a container is. While one understood a container to be square looking and with a cover, he has gained the intrinsic attribute of the concept of a container. If he understood that a container could be in any colour, not necessarily square maybe rectangular, without cover; as long as it is used to contain something eg.food, it can be called container. Then additionally he has acquired the functional attribute. Whenever he could relate a container with other things, say a bottle, food etc; then he has fully acquired the concept.
In my point of view, if we want to teach a fact or concept, we have to start with teaching them declarative knowledge. How? Through linking with prior knowledge, organising and elaborating. How do we know what is someone's prior knowledge? If we say a container is square shaped. Huh? What is square? Then we have to describe square again. Probably the linking part also means linking to some other things which are somehow related, say point to another thing that is also a square. Then the learners themselves will link with their own ways for them to remember and define a container. This could be part of organising already whereby they choose how to arrange the attributes and different meanings together to get a whole image of a container. Lastly they will elaborate with other terms or words to support their understanding. I say that the learners are going through these stages themselve as I think individuals have different ways for themselves. Educators yes could guide them but not throwing them with all the arranged steps and organisation. They could only be the "starters" who give an idea what a container is to the learners by going through these three steps as well as if they go too much, it would turn to be something forceful for the learners to memorise the facts but not understanding them.
With this, learners are able to learn the concept faster and easier as they process the thinking, imagination and association themselves. They could apply the declarative knowledge to other similar stuff and learn the concept. They understand the intrinsic attributes - shapes, colour, cover; functional attributes - containing; and relational attributes - a bottle is a container for water. For educators, inquiry approach and expository approach are applied which both use examples to test the learners. The former one is to help the learners to differentiate the non-containers from containers while the latter one is a further in-depth of discussions with comparisons involved among all the examples. These are platforms for the learners to think.
So in conclusion, learners are required to process the definitions and facts themselves along with the guidelines given; as learners are not fully passive and such self-processing is good for them to acquire the knowledge and concepts faster efficiently.
If one could only point to one particular container and says it is a container but do not know that another thing beside it is also a container, he only gained declarative knowledge of the container; which is just the fact that he knows that it is a container but might not fully understand what a container is. While one understood a container to be square looking and with a cover, he has gained the intrinsic attribute of the concept of a container. If he understood that a container could be in any colour, not necessarily square maybe rectangular, without cover; as long as it is used to contain something eg.food, it can be called container. Then additionally he has acquired the functional attribute. Whenever he could relate a container with other things, say a bottle, food etc; then he has fully acquired the concept.
In my point of view, if we want to teach a fact or concept, we have to start with teaching them declarative knowledge. How? Through linking with prior knowledge, organising and elaborating. How do we know what is someone's prior knowledge? If we say a container is square shaped. Huh? What is square? Then we have to describe square again. Probably the linking part also means linking to some other things which are somehow related, say point to another thing that is also a square. Then the learners themselves will link with their own ways for them to remember and define a container. This could be part of organising already whereby they choose how to arrange the attributes and different meanings together to get a whole image of a container. Lastly they will elaborate with other terms or words to support their understanding. I say that the learners are going through these stages themselve as I think individuals have different ways for themselves. Educators yes could guide them but not throwing them with all the arranged steps and organisation. They could only be the "starters" who give an idea what a container is to the learners by going through these three steps as well as if they go too much, it would turn to be something forceful for the learners to memorise the facts but not understanding them.
With this, learners are able to learn the concept faster and easier as they process the thinking, imagination and association themselves. They could apply the declarative knowledge to other similar stuff and learn the concept. They understand the intrinsic attributes - shapes, colour, cover; functional attributes - containing; and relational attributes - a bottle is a container for water. For educators, inquiry approach and expository approach are applied which both use examples to test the learners. The former one is to help the learners to differentiate the non-containers from containers while the latter one is a further in-depth of discussions with comparisons involved among all the examples. These are platforms for the learners to think.
So in conclusion, learners are required to process the definitions and facts themselves along with the guidelines given; as learners are not fully passive and such self-processing is good for them to acquire the knowledge and concepts faster efficiently.
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