One sometimes hears that the real goal of education is "learning to learn." As the proverb says, "Give a man a fish, and he will eat for a day; teach a man to fish, and he will eat for a lifetime." Better to teach students how to learn facts on their own, rather than teach them facts. The idea sounds appealing, but if it's coupled with the idea that teachers should emphasize cognitive processes like comprehension and reasoning strategies, and place less emphasis on content, then it's wrong.
Advantages of Knowledge acquisition
Knowledge is power. No one needs to convince him of the importance of knowledge. Therefore, the importance of the knowledge acquisition process gains its significance from the importance of knowledge itself.
Moreover, the knowledge acquisition process is the correct way by which you can get accurate knowledge.
Knowledge acquisition is the process used to define the rules and ontologies required for a knowledge-based system. The phrase was first used in conjunction with expert systems to describe the initial tasks associated with developing an expert system, namely finding and interviewing domain experts and capturing their knowledge via rules, objects, and frame-based ontologies.
Knowledge acquisition can be incidental
Every fact that students learn need not be explicitly taught students can learn facts incidentally. Incidental learning refers to learning that occurs when you are not specifically trying to learn. Much of what you know stuck in your memory not as a result of your consciously trying to remember it, but as a byproduct of thinking about it, such as when you reflect on a novel word that someone used in conversation or are fascinated by a new fact.
When schools use a content rich curriculum, students have many incidental learning opportunities as they are immersed in meaningful, connected facts throughout the day. Teachers can also look for extra opportunities to provide incidental learning opportunities for their students, for example, by using a vocabulary word that the students likely do not know, but the meaning of which is deducible from the context of the sentence.
Listed below are five guidelines for knowledge acquisition that emerge from how knowledge is represented and organized.