In a broader sense, we now know that new ideas are based on the combination and reorganization of exiting knowledge.
As a result, classroom learning required the reorganization of existing knowledge structures, that is, there was a need to design classroom learning activities to bring about conceptual change.
Learning is a process of conceptual change that occurs through the proactive revision and reorganization of preexisting knowledge by the learner.
In this view, expert knowledge resulted from a reorganization of intuitive (naïve) knowledge, and expert knowledge furthermore included intuitive ideas (diSessa, 1993; Smith et al., 1993/1994).
In addition, the investigation of the system, process, and culture of Naver showed that they are well suited for creating and realizing opportunities through reorganization of various kinds of knowledge.
Despite its extensive adoption, a lack of knowledge remains on the analysis of how this reorganization affects professionals' job satisfaction.
Theory of knowledge (TOK).
