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=== Educational implications ===
In the classroom, procedural knowledge is part of the prior knowledge of a student. In the context of formal education procedural knowledge is what is learned about learning strategies. It can be the "tasks specific rules, skills, actions, and sequences of actions employed to reach goals" a student uses in the classroom. As an example for procedural knowledge Cauley refers to how a child learns to count on their hands and/or fingers when first learning math.<ref>Cauley, K.M. (1986). [https://eric.ed.gov/?id=ED278682 "Studying Knowledge Acquisition: Distinctions among Procedural, Conceptual and Logical Knowledge"]. 67th Annual Meeting of the American Educational Research Association, San Francisco, CA, April 16–20, 1986.</ref> The Unified Learning Model<ref name="Shell et al, 2010">{{cite book|last=Shell|first=Duane|title=The Unified Learning Model|year=2010|publisher=Springer|isbn=978-90-481-3215-7}}</ref> explicates that procedural knowledge helps make learning more efficient by reducing the cognitive load of the task. In some educational approaches, particularly when working with students with learning disabilities, educators perform a [[task analysis]] followed by explicit instruction with the steps needed to accomplish the task.<ref>{{cite journal|last1=Glaser|first1=Robert|title=Education and thinking: The role of knowledge.|journal=American Psychologist|volume=39|issue=2|year=1984|pages=93–104|url=https://apps.dtic.mil/dtic/tr/fulltext/u2/a130532.pdf|archive-url=https://web.archive.org/web/20210630192910/https://apps.dtic.mil/dtic/tr/fulltext/u2/a130532.pdf|url-status=
One advantage of procedural knowledge is that it can involve more [[sense]]s, such as hands-on experience, practice at solving problems, understanding of the limitations of a specific solution, etc. Thus procedural knowledge can frequently eclipse theory.
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