There are two major types of knowledge: (1) declarative knowledge ("knowing what" or factual knowledge) for example; definition of oxygen. (2) Procedural knowledge ("knowing how" to perform activities for example; procedural knowledge of Photography. Knowledge of cognition usually is assumed to include three components (Brown, 1987; Jacobs and Paris 1987) cited by Burning (Hetal). The first, declarative knowledge refers to knowledge about ourselves as learners and what factors influence our performance. For example, most adult learners know the limitations of their memory system and can plan accordingly a task based on this knowledge. The second component, procedural knowledge refers to knowledge about strategies. For instance, older students possess basic repertoire useful strategies, such as taking notes, showing down the important information and summarize the main ideas. Procedural knowledge is about knowing how to do something; knowledge of strategies; application and manipulation of declarative knowledge (Woolfolk,1987).The third component, conditional knowledge, refers to knowing when or why to use a strategy one case in point is when you study differently for essay versus multiple choice tests (Bruning,R.H.et al.1995).

According to Woolfolk (1990) insight means sudden realization of a solution or sudden recognition of a solution to a problem. Gestalt psychologists believed that insight is a key to problem solving. An insight is the sudden reorganization or reconceptualization of a problem that clarifies the problem and suggests a feasible solution. If you get started with an inaccurate or inefficient representation of the true problem, it will be difficult or at least very time consuming to reach a solution (Wessels, 1982). He explained the declarative knowledge means verbal information; knowledge of facts and procedural knowledge means knowing how; knowledge of strategies. Insightful learning occurs very rapidly, is remembered for a considerable length of time and transfers readily to situations related to the one in which the insightful learning took place( Hergwenhahn, & Olson, 1997).

Insightful learning as: characterize: (1) the transition from presolution to solution is sudden and complete;(2) performance based on a solution gained by insight is usually smooth and free of errors;(3) a solution to a problem gained by insight is retained for a considerable length of time;(4) a principle gained by insight is easily applied to other problems (Hergwenhahn, & Olson,.1997).

However, Thorndike (1911) concluded that learning was incremental (learning that occurs a little bit at a time rather than all at once) rather than insightful (learning that occurs all at once rather than a little bit at a time). In other words, learning occurred in very small systemic steps rather than in huge jumps.