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Difference Between Knowledge and Skill

Knowledge and skill are two interrelated yet distinct aspects that contribute to an individual’s competence in a particular field. Knowledge refers to the theoretical understanding and awareness of facts, concepts, and principles acquired through education, experience, or training. It involves the ability to recall and comprehend information, providing a foundation for understanding the “what” and “why” of a subject.

On the other hand, skill pertains to the practical application of knowledge in performing specific tasks or activities. It is the ability to execute and demonstrate proficiency in a hands-on or real-world context. Skills are developed through practice, repetition, and practical experience, focusing on the “how” of translating knowledge into action. Skills are often observable and measurable, involving physical or cognitive abilities that lead to effective performance.

In essence, knowledge without skill may be theoretical and lack practical utility, while skill without knowledge may lack a deeper understanding of the task at hand. The synergy between knowledge and skill is crucial for achieving expertise and mastery in various disciplines, emphasizing a holistic approach to learning and application. An individual’s success often hinges on the harmonious integration of both knowledge and skill, creating a well-rounded and competent professional or practitioner in any given field.

What is knowledge?

Knowledge refers to the understanding, awareness, and familiarity with facts, information, skills, and concepts acquired through experience, education, or training. It encompasses the awareness and comprehension of various subjects, allowing individuals to interpret and make sense of the world around them. Knowledge can be categorized into different forms:

  1. Factual Knowledge: Involves knowing specific pieces of information, such as historical events, scientific facts, or mathematical formulas.
  2. Conceptual Knowledge: Encompasses an understanding of broader concepts, theories, and frameworks that provide a mental structure for organizing information.
  3. Procedural Knowledge: Relates to knowing how to do something, including practical skills, techniques, or procedures.
  4. Meta-Cognitive Knowledge: Involves awareness and understanding of one’s own cognitive processes, such as problem-solving strategies, learning preferences, and self-awareness.

Knowledge is dynamic and can be acquired through various means, including formal education, personal experiences, interactions with others, and ongoing self-directed learning. It serves as the foundation for critical thinking, problem-solving, and decision-making, allowing individuals to navigate and contribute to the world in meaningful ways. Knowledge is a key component in the development of expertise and competence across diverse fields of study and practice.

What is Skill? 

Skill refers to the ability to perform a task or activity with competence and expertise. It involves the practical application of knowledge, often acquired through training, practice, and hands-on experience. Skills can be categorized into different types based on the nature of the activity:

  1. Cognitive Skills: Involve mental processes such as critical thinking, problem-solving, decision-making, and creativity.
  2. Motor Skills: Relate to physical movements and coordination, including activities such as sports, craftsmanship, or playing musical instruments.
  3. Communication Skills: Encompass the ability to convey information effectively through verbal, written, or non-verbal means, fostering clear and meaningful interactions.
  4. Social Skills: Involve interpersonal abilities, such as teamwork, leadership, empathy, and conflict resolution, crucial for successful interactions in social settings.
  5. Technical Skills: Include proficiency in using specific tools, equipment, or technology relevant to a particular field or industry.

Skills are practical and observable, representing the capacity to perform tasks successfully. They are often developed and refined through practice, repetition, and continuous learning. Unlike knowledge, which focuses on understanding and awareness, skills emphasize the application of that understanding to achieve tangible outcomes. The acquisition and mastery of skills contribute to an individual’s overall competence and effectiveness in various personal, academic, and professional domains.

Definition of Knowledge vs. Skill

Knowledge and skill are two fundamental components that shape an individual’s competence and proficiency. Each plays a unique role in one’s ability to navigate the complexities of various fields, whether academic, professional, or personal. Understanding the nuanced differences between knowledge and skill is essential for appreciating their distinct contributions to an individual’s capabilities.

Knowledge, in its essence, refers to the understanding and awareness of facts, information, and concepts acquired through education, experience, or training. It encompasses a broad spectrum of cognitive elements that individuals accumulate over time. This includes factual information about the world, theories that explain phenomena, and conceptual frameworks that provide a mental structure for organizing information. Knowledge is not limited to the memorization of facts but extends to the ability to comprehend, analyze, and synthesize information. It serves as the intellectual foundation upon which critical thinking, problem-solving, and decision-making are built.

On the other hand, skill is defined as the ability to perform a task or activity with competence and proficiency, often acquired through practical application and hands-on experience. Unlike knowledge, which is more theoretical and revolves around understanding, skill emphasizes the practical application of that understanding. It involves the mastery of tasks that demand physical or mental abilities, such as motor skills, cognitive processes, or interpersonal capabilities. Skills are observable, measurable, and often developed through repetition, practice, and exposure to real-world scenarios.

The distinction between knowledge and skill becomes apparent when considering their applications. Knowledge is the foundation upon which skills are built. It provides the theoretical understanding necessary for executing tasks with precision. For example, someone with knowledge of culinary techniques may understand the principles of flavor combinations, cooking methods, and ingredient properties. However, it is the skillful application of this knowledge that allows them to create a delicious meal. In essence, knowledge sets the stage, while skill takes center stage in performance.

Consider a medical professional: their knowledge encompasses a deep understanding of human anatomy, physiology, and medical theories. However, it is their clinical skills—the ability to diagnose, treat, and interact with patients—that define their effectiveness as practitioners. The synergy between knowledge and skill is evident in professions across diverse fields, emphasizing that both elements are indispensable for holistic competence.

Furthermore, the acquisition of knowledge and skill follows distinct paths. Knowledge is often gained through formal education, self-directed learning, or exposure to information sources. It can be static, remaining relatively unchanged unless updated with new information. In contrast, skills are cultivated through practical experience, hands-on training, and repeated application of knowledge in real-world settings. Skills are dynamic, evolving with practice and experience.

Summary: Knowledge and skill are integral components of an individual’s competence, each contributing uniquely to their ability to comprehend, apply, and succeed in various endeavors. While knowledge provides the understanding and awareness of concepts, facts, and information, skill enables the practical application of that knowledge, transforming theoretical understanding into tangible actions. The interplay between knowledge and skill creates a harmonious balance, fostering expertise and proficiency in diverse fields of study and practice.

The Nature of Knowledge vs. Skill

The nature of knowledge and skill delineates their distinct characteristics and roles in the realm of human capabilities. Understanding their nature is pivotal for comprehending how they contribute to an individual’s competence and effectiveness in various domains, from academia to professional endeavors.

Knowledge, by its nature, is theoretical, encompassing an understanding of the “what” and “why” of a subject. It involves the intellectual grasp of facts, information, and concepts that provide a foundation for comprehending the intricacies of a particular field. When one possesses knowledge, they have acquired the ability to recognize and interpret information, offering insights into the principles, theories, and underlying structures of a given subject. Theoretical knowledge serves as a mental framework, guiding individuals in their understanding of the world and facilitating critical thinking and decision-making processes.

Contrastingly, skill is characterized by its practical nature, emphasizing the ability to apply knowledge effectively in real-world scenarios and tasks, accentuating the “how” of a task. While knowledge provides the theoretical foundation, skill is the dynamic application of that knowledge to achieve tangible outcomes. It involves the mastery of techniques, procedures, and practical know-how that can be observed and measured. Skill is often associated with hands-on experience, physical or mental dexterity, and the proficiency to navigate various challenges within a specific context.

To illustrate this distinction further, consider the realm of computer programming. Knowledge in this context would involve understanding programming languages, algorithms, and data structures—the theoretical underpinnings of the field. Possessing this knowledge allows one to comprehend the “what” and “why” of coding practices, facilitating a conceptual understanding of the subject. However, it is the practical application of this knowledge—the skill of writing code, debugging, and problem-solving—that transforms a theoretical understanding into functional software. In programming, the ability to translate theoretical knowledge into practical solutions embodies the synergy of knowledge and skill.

In the professional world, particularly in fields such as engineering or craftsmanship, the nature of knowledge and skill becomes even more evident. A civil engineer, for instance, must possess theoretical knowledge of structural engineering principles, material properties, and design theories. However, it is their skill in applying this knowledge to design and construct safe and efficient structures that distinguishes them in their field.

The dichotomy of theoretical knowledge and practical skill underscores the holistic approach required for competence. Knowledge provides the intellectual framework, offering a lens through which individuals perceive and understand their environment. In contrast, skill empowers individuals to engage with the world actively, applying their knowledge to solve problems, create solutions, and navigate the complexities of their chosen discipline.

Ultimately, the nature of knowledge and skill underscores their interdependence. While knowledge lays the theoretical foundation, skill breathes life into this knowledge, allowing it to manifest in practical achievements. Together, they form a symbiotic relationship, shaping individuals into competent and effective contributors in their respective fields.

Observable and non-observable aspects of Knowledge vs. Skill

The distinction between observable and non-observable aspects of knowledge and skill is crucial in understanding how these two components manifest in an individual’s capabilities. This differentiation sheds light on how knowledge and skill contribute to competence and proficiency in diverse fields, emphasizing the tangible and measurable nature of skills compared to the more internal and subjective nature of knowledge.

Knowledge, by its nature, is often not directly observable. Knowledge resides in one’s understanding, memory, and cognitive processes. When an individual possesses knowledge, it is reflected in their ability to recall information, comprehend concepts, and apply theoretical frameworks. However, these mental processes occur internally and are not readily visible to external observers. For instance, if someone has knowledge of historical events, mathematical theorems, or scientific principles, this knowledge is primarily manifested through their capacity to discuss, analyze, and explain these concepts. The internal nature of knowledge makes it challenging to directly observe or measure, as it exists within the cognitive realm of an individual.

On the other hand, skill is inherently observable as it involves the demonstration of abilities through actions or performance. When individuals apply their practical know-how in a particular task or activity, the results are tangible and can be witnessed by others. Skills are often manifested in physical actions, behaviors, or outcomes that can be measured, evaluated, and, if necessary, improved. For example, if someone possesses the skill of playing a musical instrument, their proficiency is evident in the observable act of playing, producing melodies, and executing techniques. The external nature of skills allows for direct observation, assessment, and feedback, making it possible to gauge an individual’s level of expertise in a particular area.

To illustrate further, consider the realm of sports. The rules, strategies, and historical context of a sport constitute the knowledge that athletes possess. This internalized knowledge guides their decision-making on the field or court. However, it is the observable execution of skills—dribbling a basketball, executing a perfect golf swing, or making a precise pass—that distinguishes exceptional athletes. While the knowledge of the game is vital, it is the observable skills that showcase an athlete’s true capabilities.

Moreover, the distinction between observable and non-observable aspects has implications for assessment and evaluation. Knowledge is often assessed through exams, written assignments, or interviews, focusing on an individual’s ability to articulate and demonstrate their theoretical understanding. Conversely, skills are frequently evaluated through practical assessments, demonstrations, or performances, where the emphasis is on the visible application of acquired abilities.

In conclusion, the observable vs. non-observable nature of knowledge and skill underscores their unique characteristics and how they contribute to an individual’s competence. Knowledge, residing in the internal realm of understanding and memory, may not be directly visible to others. In contrast, skill, being inherently observable, allows individuals to demonstrate their capabilities through tangible actions and performances. The interplay between these two aspects forms a comprehensive foundation for proficiency and expertise, ensuring a holistic understanding of one’s capabilities in both theoretical and practical contexts.

Acquisition of Knowledge vs. Skill

The acquisition of knowledge and skill constitutes a dynamic and multifaceted process that shapes an individual’s abilities and competence. Understanding how these two components are acquired provides insights into the diverse avenues through which individuals gain proficiency in various fields, be it academic, professional, or personal.

Knowledge, as a foundation for understanding, is acquired through learning, education, reading, and exposure to information. This process involves cognitive engagement, where individuals actively seek, absorb, and internalize information from various sources. Formal education, such as attending schools, colleges, or universities, is a structured environment designed to impart knowledge systematically. Through lectures, textbooks, and interactive discussions, individuals accumulate a wealth of information about subjects ranging from mathematics and science to humanities and arts. Reading, whether from books, articles, or online resources, provides another avenue for acquiring knowledge. Exposure to information through diverse mediums, such as documentaries, lectures, or discussions, further enriches one’s understanding of the world. This acquisition of knowledge is a continuous and lifelong process, with individuals constantly expanding their intellectual horizons through curiosity and exploration.

On the other hand, the acquisition of skill is distinct and emphasizes hands-on experience, practice, and repetition. Skills are practical in nature and often involve physical or mental dexterity that improves with repeated application. The process of acquiring skills is immersive, requiring individuals to engage actively in the task at hand. For instance, learning to play a musical instrument involves consistent practice to develop muscle memory and coordination. Similarly, mastering a craft or trade demands hands-on experience and repetition to refine techniques and enhance proficiency. Unlike knowledge, which can be acquired through various mediums, skills are honed through direct engagement with the task, allowing individuals to develop a level of expertise that goes beyond theoretical understanding.

Consider the analogy of learning to ride a bicycle. Acquiring the knowledge of how to ride a bicycle involves understanding the mechanics, balance, and coordination required. This knowledge may be gained through reading about biking, watching tutorials, or receiving instructions from others. However, the actual acquisition of the skill of riding a bicycle occurs through practice. It involves getting on the bicycle, pedaling, maintaining balance, and navigating different terrains. Through repetition, the skill is refined, and the individual becomes adept at riding, transitioning from a theoretical understanding to a practical application.

Moreover, the modes of acquisition for knowledge and skill often intersect. In certain instances, gaining knowledge can inform the acquisition of skills, and vice versa. For example, someone learning a programming language acquires knowledge about syntax, algorithms, and coding principles. However, to become proficient in coding, they must apply this knowledge through hands-on practice, writing code, and troubleshooting errors. In this way, the acquisition of knowledge and skill is symbiotic, with each reinforcing and complementing the other.

The diverse avenues through which knowledge and skill are acquired underscore the adaptability of individuals in their pursuit of competence. Education systems, mentorship, self-directed learning, and practical experiences all contribute to the holistic development of an individual’s capabilities. The continuous interplay between acquiring knowledge and refining skills reflects the dynamic nature of learning, where both components contribute synergistically to an individual’s growth and expertise. Whether in academic pursuits, professional endeavors, or personal interests, the acquisition of knowledge and skill remains an ongoing journey of exploration and development.

Examples of Knowledge vs. Skill

Examples serve as illustrations of the distinction between knowledge and skill, highlighting how these two components manifest in real-world scenarios across various domains. From historical events to surgical procedures, these examples provide insights into the diverse nature of knowledge and skill, showcasing their unique characteristics and applications.

Knowledge encompasses an understanding of historical events, scientific theories, or mathematical principles. When individuals possess knowledge of historical events, they can articulate the details, context, and significance of specific occurrences. For instance, an individual well-versed in history may comprehend the causes and consequences of major events such as World War II, the Renaissance, or the Industrial Revolution. This knowledge allows them to analyze and interpret the past, contributing to a broader understanding of human civilization.

In the realm of science, knowledge involves an awareness of scientific theories that explain natural phenomena. Someone with knowledge in biology may understand the principles of evolution, genetics, and ecological systems. Similarly, knowledge in physics may encompass comprehension of laws such as Newton’s laws of motion or Einstein’s theory of relativity. This theoretical understanding provides a framework for interpreting the workings of the natural world.

Mathematical principles constitute another facet of knowledge, involving an awareness of concepts such as algebra, geometry, calculus, and statistical analysis. Those possessing mathematical knowledge can apply these principles to solve problems, make predictions, and understand quantitative relationships in various fields.

Skills, on the other hand, are exemplified by activities such as playing a musical instrument, riding a bike, programming, or performing surgery. Playing a musical instrument, like the piano or guitar, requires not only theoretical knowledge of music theory and notation but also the practical skill of finger dexterity, rhythm, and interpretive expression. It is the ability to transform theoretical musical knowledge into a performance that engages and resonates with an audience.

Riding a bike is a skill that involves physical coordination, balance, and spatial awareness. Individuals acquire this skill through hands-on experience, practicing and refining their ability to pedal, steer, and maintain balance. The mastery of bike riding demonstrates the practical application of acquired skills in navigating the physical world.

Programming represents a skill that combines theoretical understanding with practical application. While knowledge of programming languages, algorithms, and data structures is essential, the skill of programming is honed through hands-on coding, problem-solving, and debugging. Programmers demonstrate their skills by creating functional software solutions that meet specific needs or solve particular problems.

Performing surgery is a highly specialized skill that necessitates a deep understanding of anatomy, medical principles, and surgical techniques. Surgeons acquire the theoretical knowledge through extensive education and training, but the mastery of surgical skill comes from hands-on experience in the operating room. The precision, dexterity, and decision-making involved in surgery showcase the culmination of both knowledge and skill in a critical and practical context.

In summary, examples of knowledge and skill illustrate their distinctive qualities and applications. Knowledge provides the intellectual foundation for understanding historical, scientific, or mathematical concepts, while skill involves the practical application of acquired abilities in activities ranging from playing a musical instrument to performing complex surgical procedures. The interplay between knowledge and skill is evident in these examples, demonstrating how individuals leverage both components to navigate and excel in diverse areas of expertise.

Measurement of Knowledge and Skill

The measurement of knowledge and skill is a critical aspect in evaluating an individual’s competence and proficiency in various domains. The distinctive nature of these components necessitates diverse assessment methods that align with their respective characteristics, providing educators, employers, and practitioners with insights into the depth and breadth of an individual’s capabilities.

Knowledge, being theoretical in nature, is often assessed through tests, exams, or evaluations of understanding. These assessments aim to gauge an individual’s comprehension of factual information, concepts, and theoretical frameworks. Standardized tests, quizzes, and examinations serve as conventional tools to measure the extent of one’s knowledge on a particular subject. In academic settings, students are evaluated based on their ability to recall information, articulate concepts, and apply theoretical principles to problem-solving scenarios.

Examinations may take various forms, including multiple-choice questions, essays, or practical assessments that require the application of theoretical knowledge. The evaluation of knowledge is structured to assess the depth of understanding, analytical thinking, and the ability to synthesize information. In subjects such as history, science, or mathematics, assessments provide a means to measure the acquisition and retention of theoretical knowledge.

Conversely, the measurement of skill focuses on the ability to effectively perform tasks, often through practical assessments or demonstrations. Unlike knowledge assessments that emphasize theoretical understanding, skill measurement involves evaluating an individual’s capacity to apply their knowledge in real-world scenarios. This practical application is observable and often requires individuals to showcase their abilities through hands-on tasks.

In educational settings, skill assessments may involve practical exams, laboratory work, or projects that require the application of acquired skills. For example, in a chemistry class, students may be assessed not only on their theoretical knowledge of chemical reactions but also on their ability to conduct experiments, analyze results, and draw conclusions. Similarly, in vocational or technical training programs, assessments may include the completion of tasks related to specific skills, such as carpentry, culinary arts, or computer programming.

In professional contexts, the measurement of skills extends beyond traditional exams to include job-related tasks and responsibilities. Job performance evaluations, portfolio reviews, and practical demonstrations are common methods used to assess an individual’s proficiency in applying skills to real-world challenges. For instance, a software developer may be evaluated based on their ability to code efficiently, troubleshoot issues, and contribute to the development of functional software applications.

The dynamic nature of skill measurement also aligns with the evolving demands of the workforce. With an increasing emphasis on practical application, employers often assess candidates based on their ability to demonstrate specific skills relevant to the job. This shift underscores the importance of not only theoretical knowledge but also the capacity to translate that knowledge into actionable results.

The measurement of knowledge and skill is nuanced and context-dependent. Knowledge assessments, such as tests and exams, focus on evaluating an individual’s understanding of theoretical concepts. Skill measurements, on the other hand, emphasize practical application and are often conducted through hands-on tasks, demonstrations, and real-world scenarios. Both forms of assessment play integral roles in providing a comprehensive understanding of an individual’s capabilities, contributing to effective education, training, and workforce evaluation.

Knowledge Vs Skill: Comparison table


Knowledge and skill are two essential components that contribute to an individual’s competence and proficiency. Knowledge involves understanding facts, information, and concepts, often acquired through learning, education, and exposure. It is theoretical, providing the foundation for critical thinking and decision-making. In contrast, skill is the ability to perform tasks with competence, acquired through practice, repetition, and hands-on experience. Skills are observable, demonstrated through actions in real-world scenarios. While knowledge forms the intellectual basis, skills translate this understanding into practical application. Assessments differ, with knowledge measured through tests and exams and skills through practical demonstrations. Together, knowledge and skill create a holistic framework, allowing individuals to navigate and excel in various areas of expertise.

 TOP Frequently Asked Questions about knowledge and skill

What is the difference between knowledge and skill?

Knowledge involves understanding facts and concepts, while skill is the ability to perform tasks with competence.

How is knowledge acquired?

Knowledge is acquired through learning, education, reading, and exposure to information.

How are skills measured?

Skills are often measured through practical assessments, demonstrations, or real-world performance.

Give examples of knowledge.

Understanding historical events, knowing scientific theories, and being aware of mathematical principles are examples of knowledge.

Provide examples of skills.

Playing a musical instrument, riding a bike, programming, and performing surgery are examples of skills.

Can knowledge be directly observed?

Knowledge is not directly observable; it resides in one’s understanding and memory.

How is knowledge assessed?

Knowledge is often assessed through tests, exams, or evaluations of understanding.

Is skill observable?

Yes, skills are observable, demonstrated through the effective performance of tasks.

How are skills acquired?

Skills are acquired through practice, repetition, and hands-on experience.

Give examples of measuring skills in a professional context.

Job performance evaluations, portfolio reviews, and practical demonstrations are common methods for measuring skills in a professional context.

What is the relationship between knowledge and skill?

Knowledge forms the theoretical foundation, while skills involve the practical application of that knowledge.

Why is the acquisition of knowledge and skill important?

The acquisition of knowledge and skill is crucial for competence and proficiency in various fields, contributing to personal and professional growth.

Can knowledge and skill be interdependent?

Yes, the acquisition of knowledge can inform the acquisition of skills, and vice versa, creating a symbiotic relationship.

How does skill measurement differ from knowledge assessment?

Skill measurement involves evaluating practical abilities through hands-on tasks, while knowledge assessment focuses on theoretical understanding through tests and exams.

What are some practical examples that demonstrate the difference between knowledge and skill?

Playing a musical instrument (skill) requires the practical application of music theory (knowledge), illustrating the interplay between the two components.

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  2. Sorry, but there is no such word as “learnt”.

    To learn something is by way of learning it, having spent the time to learn it it is a thing learned. Not all words are tensed the same way:

    Learn – Learning – Learned

    Spell – Spelling – Spelled

    Spend – Spending – Spent

    Hang – Hanging – Hung (Hanged is completely different)

    • Please, check your English tenses very well. The word, learnt exists, and was very correctly used in the statement. I have my doubts about your qualifications in this concern, as to be making such erroneous observations. I find it necessary to post this, since your post is highly misleading, and would have misled a lot of people already.

    • You clearly are unaware of the differences between British English and American English.

      And while we are at it, since you want to delve deep, “tense” is not a transitive verb meaning “to form a tense of”. It is not correct to say “not all verbs are tensed the same way”. If you must say it, you should say “Not all verb tenses are formed the same way.

      And “hanged” and “hung” are both correct. The former is generally preferred for the past tense and past participle of “hang” when the meaning refers to killing by means of a rope around the neck.

  3. i liked your article

  4. A knowledge full person may not be succeed but a skillful person will definitely get success in his life
    so.. apart from increasing knowledge try 2 increase skill 🙂

  5. Thanks for approving the word “learnt” I was almost about to be mislead, thanks also for additional vocabulary of “Hung”. Appreciating to know different between Knowledge as it is focused on Theory, and Acquired while Skills is about how you apply the acquired knowledge

  6. The article is interesting and well-organized. It could be made better by minimal editing and proof-reading. The last sentence, for example, should read: “Both… are required”. Very probably, it should also finish: “… required for you (or anyone) to master….”. Some food for thought.

  7. Do you need an affordable notary in Houston? Toni’s Notary Public offers mobile notary services with affordable prices and professional services.

  8. Knowledge is both experiential as well as observational whereas skills are always experiential or explored by self. Knowledge has no degree like average, poor or excellent. It can only be correct or incorrect or it may be appropriate or inappropriate. But skills may be of poor, average or excellent levels. Respectively.


  10. Knowledge refers to learning concept,
    Skill refers to the ability of using that information n applying it in a context.
    So both is important..

    If v apply knowledge n skills in life means the person can succeed in life….

  11. I think defination of anything is designed by any one on their perspective and deeper experience.
    As far as I observe the meaning of “knowledge ” is discovered by one and “skill ” is developed by one with proper practice and training. For instance language and mathematical calculations are learnt , clearly that is said to be skill. But the science behind the natural phenomena is knowledge.

  12. Well written and it was just what I needed. Thanks

  13. The article is very useful .

  14. An interesting article .I am benefited with the article .

  15. Nice..good notes


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References :

[0]Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11.

[1]Perkins, D. N., & Salomon, G. (1992). Transfer of learning. International Encyclopedia of Education, 2, 6452-6457.

[2]Gagne, R. M. (1985). The conditions of learning and theory of instruction. Holt, Rinehart and Winston.

[3]Mayer, R. E. (1999). Fifty years of research on teaching and learning. Educational psychologist, 34(2), 77-88.

[4]Ericsson, K. A. (2006). An introduction to Cambridge Handbook of Expertise and Expert Performance. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge Handbook of Expertise and Expert Performance (pp. 3-19). Cambridge University Press.

[5]Image credit: https://www.canva.com/photos/MAEEgWh0dAo-knowledge/

[6]Image credit: https://www.canva.com/photos/MAC-m1TDMHQ-skill-concept-chart-with-keywords-and-icons/

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