Think of it as the verb that answers the question how. A divergent set of examples should be used with at least three examples from each category. Your email address will not be published. Notify me of follow-up comments by email. ‘Can have’ properties describe the many ways examples of a concept can be different. I'm all for conceptual learning. Star (2002) argues that instead of debating over superiority, education needs to consider the relationships that exist between these two approaches to math understanding. For this type of learning process to work, educators must learn to take into account different learning styles and ensure that their students have a full grasp of the subject matter. Conceptual learning does not require any kind of memorization, and instead focuses instead on the understanding of the concepts or structures behind different operations or procedures. It should be about using what we know to make the world a better place. I had once read that the brain thinks in patterns. If you found this post useful, please consider sharing on Twitter: If you have any comment or question, then feel free to tweet or to direct message me: Biggs, J., & Tang, C. (2011). These non-defining properties are variable amongst examples and cannot be used to define the example as an instance of the concept. With distinct differences between each pole of the continuum the aim of research should be to focus on … Think of it as the verb that answers the question how. Knowledge of how to drive a car, solve a multiplication problem, or throw a football are all forms of procedural knowledge, called … Retrieved from:, Learning technologist at the University of London. Biggs and Tang (2011), offer a useful insight into how students’ deeper understanding of a subject is dependent on understanding these conceptual relationships: “…we should help students to reconceptualize so that what are seen as differences at a subordinate level become related at a superordinate level.”. Conceptual learning: Concept-Based Curriculum; ... Elsevier Education. Ideally, learners should be asked to explain how they discriminated between different instances. It is focused around seven themes that support the professional educator. A matched example is an example of an instance which is a member of a specific class shown next to a counterexample of an instance which is not a member of that class. Layng (2013), states that each instance of a concept shares one or more ‘must have’ or defining properties with all other examples of the concept. It's always looking for a pattern in information because that's how the mind stores and categorizes info. Procedural learning requires individuals to memorize procedures but does not require the understanding of concepts. Initial structuring of the framework was based on the five attributes of a teacher education program knowledge base presented by Galluzzo and Pankratz (1991). A set of examples from the class of objects, symbols, or events being taught, including a portrayal or description showing the values of the discriminating properties. Principles of Multimedia Learning. The conceptual framework undergirds the Gustavus Teacher Education Program. Educators must also learn how to apply different teaching styles to ensure that all concepts are explained properly and completely. In nursing education, for example, conceptual teaching is encouraged because it is believed to help students understand more about the different relationships that make up any emergency or workplace situation they encounter. It provides aholistic and conceptual framework for designing integrated units of work, connecting learning with syllabus content, knowledge and skills and it also embeds the use of explicit teaching strategies reflective of the NSW Quality Teaching Framework. This learning method is often compared to procedural learning, considered the most conventional and widely used method of teaching. I will use the term conceptual knowledge component skill. Every member of a coordinate class shares one or more properties of the same superordinate concept class. Multimedia should follow Richard Mayer’s principles. In general, conceptual learning is largely dependent on conceptual teaching. This component skill requires learners to identify instances of a class of objects, events, or processes that are characterised by a set of common properties. Declarative knowledge contains domain-related facts and concepts, often centered on the ability to verbalize a given fact.