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Designing Student Learning for Conceptual Understanding

Thomas Hardy

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Published in Visible Learning For Social Studies Grades K 12: Designing Student Learning For Conceptual Understanding (Corwin Teaching Essentials)

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Conceptual understanding is the ability to grasp the fundamental principles and relationships that underlie a subject. It is a deep understanding that goes beyond memorizing facts and procedures. Students with conceptual understanding can apply their knowledge to new situations and solve problems.

Visible Learning for Social Studies, Grades K-12: Designing Student Learning for Conceptual Understanding (Corwin Teaching Essentials)

by Douglas Fisher

4.6 out of 5

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Designing student learning for conceptual understanding is a complex but rewarding endeavor. It requires teachers to have a deep understanding of the subject matter and the principles of learning. It also requires teachers to be creative and flexible in their teaching methods.

The Principles of Conceptual Learning

There are a number of principles that can guide teachers when designing instruction for conceptual understanding.

Constructivism: Constructivism is a learning theory that emphasizes the role of the learner in constructing knowledge. Constructivist teachers believe that students learn best when they actively engage with the material and make connections to their prior knowledge.
Cognitive Psychology: Cognitive psychology is the study of the mind and how it learns. Cognitive psychologists have identified a number of cognitive processes that are involved in conceptual learning, such as attention, memory, and problem solving.
Schema Theory: Schema theory is a theory of how knowledge is organized in the mind. Schemas are mental representations of knowledge that allow us to understand and interpret new information.

The Stages of Conceptual Development

Conceptual development is a gradual process that occurs over time. There are a number of different stages that students pass through as they develop conceptual understanding.

Concrete Stage: In the concrete stage, students are only able to think about things that they can see or experience firsthand. They have difficulty understanding abstract concepts.
Formal Stage: In the formal stage, students develop the ability to think abstractly and reason deductively. They are able to understand complex concepts and solve problems.

Effective Instructional Strategies for Promoting Conceptual Understanding

There are a number of instructional strategies that can be used to promote conceptual understanding.

Inquiry-Based Learning: Inquiry-based learning is an approach to teaching that emphasizes student exploration and discovery. Students are given opportunities to ask questions, investigate problems, and develop their own understanding of the material.
Problem-Based Learning: Problem-based learning is an approach to teaching that emphasizes solving real-world problems. Students are given a problem to solve and then work in groups to develop a solution.
Concept Mapping: Concept mapping is a visual representation of relationships between concepts. Students can create concept maps to organize their knowledge and identify relationships between concepts.
Analogies: Analogies are comparisons between two things that are similar in some way. Analogies can help students to understand new concepts by relating them to familiar concepts.
Metacognition: Metacognition is the ability to think about one's own thinking. Metacognitive strategies can help students to monitor their understanding and identify areas where they need more support.

Designing student learning for conceptual understanding is a challenging but rewarding task. By understanding the principles of conceptual learning, the stages of conceptual development, and effective instructional strategies, teachers can create learning environments that foster deep understanding.

References

Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school. National Academies Press.
Driver, R., Guesne, E., & Tiberghien, A. (1985). Children's ideas in science. Open University Press.
Piaget, J. (1970). Science of education and the psychology of the child. Orion Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Visible Learning for Social Studies, Grades K-12: Designing Student Learning for Conceptual Understanding (Corwin Teaching Essentials)

by Douglas Fisher

4.6 out of 5