From Knowledge to Understanding: Significance of Conceptual Teaching and Learning

Abstract

This article evaluates the scope and viability of Concept-based Teaching and Learning (CBTL), a cutting-edge teaching practice. As a reference, the older teaching models of rote learning and content-based learning (which are focused on learning by heart) are contrasted with Concept-based Teaching, which focuses on the meaning of concepts, their transfer, and the use of thinking skills. Conceptually taught students can transfer their learning and understanding to new, complex situations across different disciplines by identifying key concepts rather than memorising unrelated facts. Using both international literature and classroom examples, the article focuses on CBTL-specific teaching practices, including, but not limited to, the inquiry method, teaching across multiple disciplines, differentiated learning, and deep and surface learning and assessment. It also focuses on the difficulties faced by most teachers, including insufficient and poorly designed teacher-training programs, a lack of active policies, leadership, and teachers' professional development, and the negative effects of standardised testing on teaching and learning. Simultaneously, the article analyses the global perspectives of the International Baccalaureate and the OECD’s Education 2030, which emphasise learning to learn, lifelong learning, and learning how to learn. It explores the different contextual factors that CBTL embraces.

Keywords: Concept-Based Teaching and Learning, Critical Thinking; Transferable Learning, Inquiry-Based Teaching, Primary Education