In Bloom's Taxonomy, knowledge is divided into four categories: 1) factual knowledge, 2) conceptual knowledge, 3) procedural knowledge, 4) meta-cognitive knowledge.
Terminology is a type of factual knowledge which, for example, includes knowledge of scientific terms; while conceptual knowledge is about the interrelationships among the basic elements within a larger structure that enable them to function together.
Some details of knowledge of terminology in A Taxonomy for Learning Teaching and Assessing by Lorin Anderson etc.:
Knowledge of terminology includes knowledge of specific verbal and nonverbal labels and symbols (e.g., words, numerals, signs, pictures}. Each subject matter contains a large number of labels and symbols, both verbal and nonverbal, that have particular referents. They are the basic language of the discipline-the shorthand used by experts to express what they know. In any attempt by experts to communicate with others about phenomena within their discipline, they find it necessary to use the special labels and symbols they have devised. In many cases, it is impossible for experts to discuss problems in their discipline without making use of essential terms. Quite literally, they are unable to even think about many of the phenomena in the discipline unless they use these labels and symbols.
And the explanation of knowledge of classifications and categories:
Subtype Ba includes the specific categories, classes, divisions, and arrangements that are used in different subject matters. As a subject matter develops, individuals who work on it find it advantageous to develop classifications and categories that they can use to structure and systematize the phenomena. This type of knowledge is somewhat more general and often more abstract than the knowledge of terminology and specific facts. Each subject matter has a set of categories that are used to discover new elements as well as to deal with them once they are discovered. Classifications and categories differ from terminology and facts in that they form the connecting links between and among specific elements.
If I am not wrong, a scientific term may also include such interrelationships since most terms can be further categorized into more specific terms. For instance, a third grade in primary school learns the terminology mean or average[1], and for them the mean or average should be a terminology in factual knowledge. But for high school students there are many types of mean: arithmetic mean, weighted mean, geometric mean and harmonic mean, then for them mean is conceptual knowledge(classifications and categories).
I wonder if my thinking of the relativeness of the terminology knowledge is right? If not, how to interpret that kind of knowledge? Thanks in advance and any advice would be highly appreciated.