Abstract
This study aims to develop a semiotic declarative knowledge model, which is a positive constructive behavior model that systematically facilitates understanding in order to ensure that learners think accurately and ask the right questions about a topic. The data used to develop the experimental model were obtained using four measurement tools applied to the participants’ efforts teaching science to 1st-graders. The data were digitized using the probability and possibility calculation statistics for data variables (VDOA°HA°) technique and statistics calculated by package software developed for use with this technique. The results show that prospective teachers’ levels of declarative knowledge of magnetism and achievement using that knowledge were low. In order to improve the knowledge and achievement of prospective teachers in a given learning system, models that develop semiotic and related features of knowledge should be adopted and used effectively in the learning process. Accurate thinking for problem solving can be achieved by using evaluation and control mechanisms consciously in the learning process. Key words: Control mechanism, evaluation mechanism, learning systems, problem-solving techniques, semiotic declarative knowledge model.
Highlights
In order to facilitate prospective teachers’ understanding of their classes, they can be imbued with declarative knowledge and professional vision
The last line gives the assure maximization of the dependent variable (ASS) value, which shows achievement level. It is the given-asked variables that are the first knowledge-level variables (KLV) to affect the achievement level and divide some portion of the data into its subunits, and wherewith procedural knowledge is transformed into declarative knowledge by choosing the correct option and making the right decision according to the objective-aims of these subunits
Its importance for declarative knowledge is that it determines the procedural knowledge used in question solving and that it is the independent KLV that decides in which order procedures take place
Summary
In order to facilitate prospective teachers’ understanding of their classes, they can be imbued with declarative knowledge and professional vision. Improving professional vision is strongly related to the knowledgeguided process (Stürmer et al, 2013). This vision can be developed by transforming procedural knowledge, which is a semiotic model, into declarative knowledge, which is the knowledge of how to do a procedure within the scope of certain and clear rules Even though it is stated in the literature that knowledge transitions support learning, it is emphasized that this transition is mostly from declarative
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