Understanding 'Understanding'

In a previous post " Learning in the brain " I discussed how information is processed in Working Memory and stored in Long-Term Memory.  A four-level model of memory representations was suggested to describe the processes every "piece of knowledge" (ideally) progresses through: Know, Understand, Use, and Master.  Here we dive into the relations between the first two: what is needed to progress from knowing something to understanding it. 

To briefly summarize, when a learner knows a concept, it is represented in the mind and may be recognized shortly after learning. When it is explained in terms of already familiar concepts and their relationships, the concept is potentially understood .  It is argued and demonstrated that any incoming information should be processed meaningfully in working memory, in order to become knowledge that is stored in long-term memory.

Here I try to dive deeper into the 'making meaning' process that leads to the desired, yet elusive, state of 'Understanding'.   By combining the simplified model of learning in the brain (introduced here ) with the behavioral inputs and outputs, I explore the essential components and the processes that underlie 'Understanding'. The goal is to clarify the pedagogical discussion about the actions we can take to support learners in the process of making sense.

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