Title: Concept Based Learning

Name of the student: Sara Nader Kazimi

ID of the student: 74111408

Name of the Professor: Dr. Androulla Petridou

Module ED4U008- 25161

 Chapter 1

Introduction:

Instead of subject-specific knowledge, concept-based training is guided by big ideas.

Concept-based learning gives real world significance to topic knowledge and skills by

encouraging students to examine the situation in which they will apply their information.

Students develop critical thinking skills, which are vital for their ability to get things done

effectively in the twenty-first century. . “Concept-based learning is a new technique that

represents how the educational system is changing, allowing students to be inquirers and

active learners, as opposed to previous teaching approaches, which simply connect pupils to

the source of knowledge without paying enough attention to the concept and children's ability

to comprehend it. Concept-based learning focuses on learners’ understanding of the

fundamental concept, it helps them grasp and remember what they are taught instead of

merely memorizing it. It motivates students to investigate the environment, exposing them to

the subject's real world significance. Exercises such as Learn by Doing can help a student

learn the basic aspect of any social or scholastic idea. This pedagogical technique fosters

children's self-assuredness while encouraging open dialogue between the students and

teachers, making them life-long learners. Concept-based learning promotes children's growth

and development by taking their emotional and social well-being into account. It enables the

community to establish a learning environment that tackles global concerns via investigation,

activity, and observation.

Concept-based education introduces and engages students in active learning through

universal subjects:
  Establishes connections to previous student experience.

 Makes learning more relatable to students.

 Allows a deeper grasp of the subject matter.

 Works as a springboard for pupils to respond to their learning.

(Erickson 2008).

Why is it worthwhile for us to devote our efforts to it??

Concept-based education allows students to analyse information and facts to a much deeper

degree and as an expert in that field by placing the learning process in the context of a diversified

subject (Schill & Howell 2011). Based on fundamental ideas, the International Baccalaureate

Organization (IBO) pushes students to apply their knowledge to personal observations, learning

from other areas and a larger global community. As a result, concept-based training in Bloom

necessitates greater analytical thinking at higher taxonomic levels (Erickson 2002). Concept-

based teaching, in our opinion, must begin with subject skills and an awareness of local

standards and curricular needs. To give their topic relevance, the instructor designs learning

activities that involve students in relevant real world situations. These notions might include

skills, local politics, or ideals that motivate students to put their knowledge into practice.

Throughout the process, both contexts and ideas should be assigned the same level of

importance.

The instructor must build a summative assignment or project to gauge students' knowledge and

capacity to transmit the topic to the notion of the bigger picture. This allows students to

implement their information. A word of caution: notions are designed to substitute content.
Concepts, on the other hand, give the knowledge that learners study context and purpose. (Josh

Edwards and Joanne Edwards).

How will my schoolroom utilize concept-based learning? How can my students and I put

these concepts into practice?

Unit Concepts

Divide the course into several ideas that relate to the subject part. Plan lessons, activities, and

group discussions which include the curriculum in the education of students across units and

disciplines and continuing formative evaluations, to guarantee their comprehension throughout

the Unit.

Principles of Fundamental Concepts

Choose a suitable core collection of topics to be covered and reviewed at the beginning of the

course. These recurrent themes might be discussed regularly, quarterly, or even activity by

activity (Allan, M. 2011)

Combine these approaches!

Search for methods to use upwards some of these tactics in order to bring your students into view

(or even in concept). At the beginning of your course introduce the essential subjects, for

example by means of a declaration of enquiry to increase your curiosity, and then focus on one at

a moment in each key unit. Guide your students to a single major thought that connects them all

using unit scaffolds and concepts at the conclusion of the course.

Overarching Idea
Use an overarching topic that you and your students study, analyze, grow and remark on all the

courses, continue to study, discuss, expand and reflect in every unit on this big idea. In a

somewhat different method, each unit can explore this same thought from a fresh perspective or

explore a unique component of the larger idea (Anderson, LW and Krathwohl, DR. 2001)

What is concept?

Lynn Erickson states that concepts are universal, abstract and timeless, and assist pupils to

improve their thinking. The classroom may be taught.

Conceptual learning enables pupils to make sense of what they study and arrange it in a logical

mental framework, split and convert facts into concepts, and develop and advance a thought

game.

Conceptual learning is classified into two kinds:

 Inductive learning:

This is described as the process of learning from the facts and thinking to the gene This is

defined as the process of learning from facts and applying universal norms. This learning style

largely supports the concept of concept-based learning in the classroom. This allows students to

actively construct meaning. In this learning approach, students look for examples, study them,

and then make connections to gain an understanding.ral norms. This style of learning supports

primarily the concept of concept-based learning in classrooms. This enables pupils to actively

build meaning. In this style of learning kids seek for examples, examine them and finally

establish connections to develop an understanding.

 Deductive learning:

This is described as the learning and reasoning process from broad norms to detailed facts. This

is entirely contrary to inductive learning, in which pupils must first comprehend, and then seek

instances for a greater knowledge that may be validated.

Pedagogical learning:

If teaching motivates learning through the discovery and acquisition of knowledge, pedagogy is

teaching practice and connection between students and teachers.There are five main approaches

to the educational approach

 Constructivist

 Collaborative

 Integrative

 Reflective

 Inquiry based learning.

As we know that concentrating on the topic is not proof of conceptual learning, teachers need to

adapt and use advanced and active learning approaches to increase conceptual learning. All

concepts should be linked across all courses and integrated into both learning and didactic

courses.

Importance of concept based learning:

Education's Transformation

A concept-oriented education seeks to develop an efficient way of teaching and learning, to

enable students to study freely and cooperatively throughout their lives, and to educate a learning
community to interact with global concerns via research, analysis, and action. Students are

engaged in genuine learning when they are exposed to universal norms through concept-based

education.
 Chapter 2

Literature review:

An analytical assessment of the literature on medical education idea maps

 Concept-based learning is implemented at a major undergraduate school

Master of Science needs a broad variety of concepts, most of them specialised to a given

field, to be understood. However, in a field the main principles typically seem to be

widely agreed. Concept maps without input do not affect student performance

significantly, but concept maps with feedback have resulted in substantial improvement

in student problem solving performance and a reduction in failure rates. (Jutras and

Morse, 2008)

 Knowledgemap project: developing a concept based curriculum database for

medical schools

The concept identifier KnowledgeMap (KM) was designed to retrieve concepts contained

in medical training materials. Initial research has indicated that the KM concept identifier

has worked in favor of chosen curricular materials in comparison to the National Library

of Medicine MetaMap. The following article explains the design of the system and its

initial deployment in a medical school curricular database at the University of Medicine,

Vanderbilt. (Denny et al. 2003).

 Random pilot research on concept maps to improve problem-based learning among

students of the first year of medicine

Medical schools are demanding and concept maps (CMs) can assist students connect new

and current information, stimulate critical thinking and uncover gaps of understanding.

This was done to evaluate CMs' feasibility, acceptability and efficiency in PBL lessons.

CMs are highly welcomed by students and teachers, may be used into PBL training

courses and can lead to an enhanced examination performance and understanding of

physiological concepts for students. (Germany et al., 2013)

 Develop clinical reasoning abilities by arguing with the idea map approach in

medical learning based on issue

The purpose of this study is to investigate the influence of argumentation on individual

clinical reasoning during medical problem-based learning utilising the concept map

technique (PBL). Individual aptitude for clinical reasoning was assessed using problem-

solving skills and arguments generated by students during clinical reasoning. As an

argument structure, Toulmin's argument model was employed. The study also looked at

differences between first and second year medical students. The findings indicated that

debating utilising the PBL concept map method had a positive impact on the

development of individual students' clinical reasoning abilities. (Si, Lee, and Kong, 2019)

 Problems-based learning: concept, ideas, efficacy and application to teaching

radiology

Partially or entirely problem-based learning is included into medical school curricula in

Australia and New Zealand. As this trend gains traction, radiologists are being urged to

make PBL courses more user-friendly or to participate. PBL has a significant benefit in
 that it integrates imaging and clinical medicine. Through the integration of various

disciplines, PBL allows students to receive knowledge from a number of viewpoints,

offering a clear opportunity to comprehend the role of radiology in diagnosis and patient

care. The radiology department is located in a clinical environment. (2006, Christian

Democracy)

 Use concept maps to create meaningful medical education learning

Researchers choose instructional techniques and sample maps to show the portability and

broad applicability of concepts for three modern issues facing medical education: 1.

Connections between fundamental research and clinical practice, 2. clinical reasoning

development and 3. Interprofessional and group learning. Finally, new idea mapping

research investigations were proposed. (Daley, Torre, Durning, 2016)

 Qualitative assessment of student medical education with concept maps

At the commencement of their internal medicine course, one to thirty-four medical

students were encouraged to use idea mapping as a learning aid. After completing their

internal rotation in medicine, students were asked to evaluate how concept maps

facilitated the linking of academic information to clinical practise. Students also talked on

how concept maps helped them learn. The use of concept maps in this study aided in

bridging the gap between theory and practise. Students also identified three primary

themes that influence their learning: idea mapping as a facilitator of information

integration and critical thinking, as a learning methodology, and finally as a learning

technique. Torre and his associates (2007)

 Advance medical education and education by using concept maps

 The results of the study indicated that medical students may use concept maps to

comprehend the content and develop maps that link academic information with clinical

practise. In conclusion, maps of ideas can assist medical students develop their skills in

critical thinking, diagnostic thinking and patient evaluation. The ability to apply

theoretical material in clinical contexts is an advanced thinking talent to be taught in

medical students in particular. This study shows the change in the outcomes of the

concept map, but additional research on how the maps contributed specifically to

applying theoretical knowledge in the clinical scenario is required. More research is

needed on how ideas maps improve critical thinking, diagnostic thinking and patient

assessment. (Daley, 2006) 

 In order to make effective use of concept maps in PBL pathophysiology courses in

medical school

Despite well-known variables in application around the world, problem-based learning

(PBL) is now an established method for undergraduate medical education that seeks to

develop thinking skills based on clinical problems similar to current practise in the hope

of increasing background education in the basic sciences. (2006, Rendas, Fonseca, and

Pinto)

 The use of concept maps for critical thinking evaluation in the therapeutic

environment

In constructing a concept map, several techniques can be utilised; nevertheless, the

ultimate result is that the main concepts and accompanying data are diagramed in a way

logical to the learner. By using information for patients, students may test their ability to
 determine priority data and links between diseases and their related care in the clinical

context. (Prime Minister Senita, 2008)

This overview is a collection of conceptual and empirical information on the use of idea mapping

in medical education.

Results:

According to the 35 study evaluations, concept maps operate in four ways: I to promote

meaningful learning; (ii) to provide an adequate learning resource; (iii) to enable teachers to give

learners information; and (iV) to evaluate learning and performance.

INTRODUCTION:

According to Shulman 1, pedagogies of professional signature are not timeless and constant.

Although they appear to be impressively stable at any given time, they are likely to change in

organisations that provide professional services or healthcare due to professional practise

circumstances and societal transformation conditions. As a result, changes in medical education

practise raise a variety of difficulties. Is medical school effectively educating future doctors for

the changes in health-care delivery that are expected? Do medical students learn how to aid

themselves in clinical settings in the future? Can more effective educational techniques be used

to assist medical professionals in their development? Today's medical students must learn in

relevant and integrated techniques because the medical environment is constantly changing and

medical knowledge and future practitioners must remain competent. Meaningful learning, or the

ability to comprehend and apply critical medical concepts by relating them to past knowledge,
can be tremendously valuable to medical students In addition, critical thinking, clinical

reasoning, and clinical problem solving are important components of future medical education.

Definitions

Novak and Gowin devised a concept map, a graphical tool to organize and convey information

on the basis of the notion of teaching absorption. According to Novak and Gowin, an idea map is

a visual technique that shows a collection of conceptual meanings embedded in a proposal. In

that way, by linking new ideas to what we already know, we think and learn. In addition, ideas

are stored hierarchically and differently as learning proceeds. Concept map learning requires

collaboration between students in order to connect, distinguish and connect concepts.

Conceptual framework

According to Ausubel and his co-authors, the conceptualization and learning process is divided

into three stages: subsumption, progressive differentiation, and integrative reconciliation. Lower-

level concepts are subordinated to higher-level concepts in subsumption. Concepts are gradually

refined into finer and finer bits. Progressive differentiation is thus akin to the analytical process.

Finally, full reconciliation is provided. When the student strives to harmonise concepts on the

map's left and right sides. This is identical to the summary.

Developing idea maps

The learner participates in an active process involving the following steps in the development of

a concept map. First, the student identifies and places at the top of the map the most broad

notions. Second, the student discovers new ideas that somehow connect to the main concepts.

Third, the learner brings together specific and broad ideas using language that are meaningful to

him or her. Finally, the student actively attempts to link concepts on one side of the map with
concepts on the other. Concept maps can be manufactured manually by means of paper and

pencil, or through several computer-based software tools such as CMAP Tools.

Chapter 3

Design based Research Origin

As time passes, the old methodologies classed under experimental design must be changed or

improved to modern design-based research. There are several causes and features of design-

based research methods that force this paradigm shift to occur. For instance, design-based

research increases researchers' learning and provides an atmosphere that stresses equitable

learning experience for all participating researchers and departments. The development and

design departments are obviously able to operate after constant and repeated cycles of changes,

alterations and adaptation. The research-based design also offers the ability to develop ideas

including practitioners and educational designers. It is a truth that the study needs realistic

designs and the DBR offers this feature. (Design-based research: an Emerging Research

Paradigm, 2003)

Need of DBR Approach

In recent years, it has been noticed that educational research is sometimes not credible. There are

a variety of factors that have been highlighted include the use of scientific research techniques

that are not legitimate or do not meet the credibility requirement. Another factor is that such

study is typically distant from practical approaches. This is because if research is deficient in
practical and experimental work, the findings will always be delayed; the context and eventual

results will be affected. (Design-based research: an Emerging Research Paradigm, 2003)

Connection between research based on design and other techniques for research

Recently design based research has been proposed as a potentially viable approach for producing

causal study and teaching stories, which may form the basis for systematic, randomised clinical

trials. While using randomised studies isn't the sole ideal method or ultimate aim, we have to

grasp the settings of all education research approaches in order to figure out whether or not this

approach is optimal.

Randomized trials may hinder fresh research by prematurely assessing the effectiveness of an

intervention. Random studies may also repeatedly fail to take account of phenomena that defy

fundamental assumptions of this approach — i.e. phenomena that depend on the interaction

context between dozens or hundreds of pieces. Indeed, these are exactly what education research

has to take into account in order to apply to education. (Emerging Research Paradigm, 2003)

Design-based research

The importance of design-based research in the learning sciences:

The growing subject of learning is interdisciplinary, therefore knowledge is based on a variety of

theoretical viewpoints and theoretical paradigms concerning the nature and conditions of

learning, cognition, and growth. Learning science researchers examine cognition in context,

typically emphasising one over the other, but with the ultimate goal of developing evidence-

based study findings that help people understand. This work could include the creation of

technical tools, curriculum, and, most notably, learning theories. Many learning experts believe

that cognition is a process that spans throughout the person with information, the environment in
which knowledge takes place, and the activity of the learner. This implies that learning,

cognition, knowledge, and context are inextricably linked and cannot be treated as separate

entities. Squire and Barab (2004)

Current education system applicability and feasibility

Today's accountability culture promotes procedures which are seen as scientifically valid, i.e.

they demonstrate an unique discipline and provide special proof. Design-based research may not

fulfil the scientific research criteria of policymakers. The emphasis on using known

methodologies and standards may limit the possibility of funding design-based research and

development, dissuade its use and limit its potential under otherwise perfect circumstances. In

addition, researchers in the classroom may be seen throughout the process instead of contributing

to local efforts as distraction or intrusion. Teachers and administrators may choose to employ

already developed products and procedures rather than participate substantially in their creation.

Thus, pragmatic and political restrictions in many contexts might preclude or hamper design-

based research approaches. (Hannafin, Wang, 2005) 

DBR's Key Characteristics

Design-based research shares a number of characteristics, such as the fact that it generates

learning and teaching theories, is interventionist (including design), occurs in naturalistic

settings, and is iterative. Design-based research is more than just a formative evaluation that

allows researchers to better understand the ecological validity of their theoretical assumptions.

Ann Brown (1992) proposed design based research, with the idea that researchers would

systemically modify multiple components of the planned setting, with each adjustment serving as

a form of experiment, allowing researchers to test and produce theories in naturalistic

circumstances. DBR is the methodological paradigm that specifies how design studies should be
carried out. DBR was created to address a number of significant issues, including those that are

central to learning research:

Address learning theories

Studying real-world learning

Go beyond narrow learning measures; and

To draw research conclusions from formative assessments. (Reimann, 2010). 2010)

DESIGN-BASED CHALLENGES FOR TELE DESIGN

Design-based research has both advantages and drawbacks as an emerging technique. The main

problems are four: (a) immature technique, (b) application and practicality, (c) paradigm change

and (d) data use.

Methodological improvement is necessary both to increase rigour and to take into consideration

the relevance of the local situation. For example, it is impossible to evaluate if an iterative design

should be continued or dropped, because there are no criteria to assess its efficiency. In addition,

it is difficult to evaluate if the design is useful in a local context whether valid design principles

may be created. An otherwise successful design, able to provide valuable ideas, might be

rejected because, in a particular local environment, it was ineffective. Furthermore, design-based

research consists of a collection of several internally consistent research frameworks, which are

multifaceted and represent different types of discipline and rigour. (Squire and Barab, 2004)
Discussions:

Alan Collins (1992) and late Ann Brown (1992) started to undertake so-called design

experiments over more than a decade ago, on the premise that many of their important problems

cannot be adequately addressed by means of laboratory-based research.

Since then, design-based research has become prominent and important as a concept. However,

we still start to agree on what design-based research is, why it is important and how to execute it.

These issues are answered by the major articles in this special issue and made specific

comments, while at the same time providing genuine instances of their own work and the work

of their colleagues. (Squire & Barab 2004)

In the following two years, study under the design research of the Learning Science Journal will

be especially interested—because those articles have been accepted, we will publish them on the

JLS website so that other people may continue the debate. We believe that we can provide a

methodological framework for discovering precious buildings as a community and promoting a

new philosophy of people's learning. (Squire & Barab 2004)

At the same time, we must strive to persuade those who are directly involved as partners in our

research relations. As a research community, it is vital that we tackle the problem and base our

work on trustworthy, reliable and useful studies and also contribute more generally to creating

new scientific processes for students. (Squire & Barab 2004)

Conclusion

This chapter provides a brief review of the origins, principles, results, problems and techniques

of design-based research (DBR).

We said that (a) the DBR emerged from the belief of some researchers that traditional methods

of research had failed to improve the teaching and education environment in a conceptually

based context; (b) DBR positions researchers as agents of change and research subjects as

collaborators;

This chapter was incredibly beneficial in concept-based learning.

 Chapter 4

Three- Dimensional Model For Conceptual Learning:

The conventional curriculum design model based on verb-driven targets which comprise list,

analysis and identification methods and conceptual curriculum design models is very different.

The two-dimensional paradigm driving traditional curricula design focuses on facts and abilities

and typically involves a better grasp of concepts. The three-dimensional, concept-based approach

still acknowledges the vital necessity of the conceptual level to generate profound knowledge,

comprehension and higher thinking. The three-dimensional approach offers a more complex

curriculum and education design. Themes, facts and skills remain key parts of the model in the

three-dimensional model, but the third dimension of concepts, principles and generalizations is

also crucial. 

Conceptual education and learning planning

This technique aims to give transferable concepts and an effective approach to promote students'

critical, creative and reflectionary thinking. Conceptual comprehension is based on the

knowledge and/or abilities of a unit designated as school's learning objectives, such as national

or state standards. In the planning phase, developing conceptual knowledge allows educators to

develop factual, conceptual and provocative questions facing students during their learning.

These questions enable instructors to examine sequences and move pupils between facts and

concepts. In this process, students are getting conceptual insights and communicating them -

significant big ideas that are transferred into new contexts. This allows students to relate to

unfamiliar experiences and make sense of the unexpected. These skills are crucial for dealing

with present and future local and global challenges. Learning and teaching based on concept
increases the student agency by challenging students to create and defend their own ideas with

reasonable evidence. (Microscopic mediums.org)

The conceptual curriculum and teaching are a three-dimensional design model which frames

factual contents and competencies with discipline concepts, generalisations and principles. The

typical two-dimensional approach of a subject-organized currículum, which focuses on factual

information and abilities, is contrasted with concept-based curriculum instead of conscious

attention to conceptual comprehension and knowledge transfer. Two-dimensional curricular

models focus on facts and abilities in order to cover information, analyze and memories it. The

three-dimensional models focus on concepts, principles and generalization and use associated

facts and competencies as tools for developing a deeper knowledge of disciplinary material,

transdisciplinary topics and interdisciplinary challenges. Three-dimensional templates provide a

strong basis for crucial factual information in several disciplines and lift the bar for curricula and

training, by focusing on design to the level of conceptual comprehension.

If the nursing school or clinical school is considered, the conventional clinical nursing education

paradigm of total patient care is shown to be insufficient. New models are necessary to promote

deeper clinical thought that impacts the development of clinical judgement by students. First

launched in 1990, concept-based learning activities focus on a single topic. This study examined

the influence of concept-based learning on the formulation of clinical judgements in bachelor

students. The clinical assessment was compared with students who were exposed to conceptual

learning activities and were not exposed to them. In order to assess quantitative data, univariate

analysis was employed. In addition, a focus group of participants of the treatment group provided

qualitative data. The results show that concept-based learning is a clinical learning method that
should be taken into account by the faculty to develop clinical thinking in preparation for good

clinical judgements. (Nielsen and Lasater, 2009)

Changes to the concept-based learning

Understanding and knowledge

The first major contrast between the typical coverage-centered curriculum of Erickson and

Lanning is that it promotes deeper comprehension. What does this imply, precisely, to transcend

beyond knowledge surface levels? Anderson and Krathwohl's A taxonomy for learning,

education and appraisal is one of the most significant research projects in education. Almost

every educator who trains knows the taxonomy of Bloom and the hierarchy of many kinds of

thought – from reminder to analysis or synthesis. The first taxonomy was published in the 1950s.

Many teachers know that the taxonomy of the Bloom, set up by Lorin Anderson's team, has been

updated and closely collaborated with Bloom on the original.

Many instructors see the shift, and they are

reminded that producing new material is the

most difficult cognitive function, while easy

memory is the easiest. Fewer educators,

however, have investigated the second key

addition to Bloom's taxonomy: the knowledge

dimension. Anderson and Krathwohl (2001)

separated 'Knowledge' and introduced it into (Bloom's taxonomy: Preschool set up 2020)

the cognitive world as a distinct dimension,

defining four distinct types: factual, conceptual, procedural, and metacognitive. (What are the

essential elements of conceptual design?)

The Knowledge Structure

Using a very simple and effective picture, Erickson shows us the structuring of information,

providing a visual tool for seeing the interaction between factual knowledge and conceptual

understanding. While Anderson and Krathwohl use the word 'knowledge,' Erickson recalled the

necessity to distinguish between factual and conceptual knowledge. The visual knowledge

structure also recalls that conceptual understanding is created by abstracting factual knowledge

or instances to comprehend the link between ideas. Reflecting on this we can clearly understand

how most models of curriculum design end at the current level. Many curriculum materials, for

example, listed learning goals and activities in social study, the digestive system in science, or

three-dimensional geometry forms. These subjects often contain a number of facts. Time,

location and/or situation are sealed in the subjects and facts. (What are the basic elements of

concept-based design?)

Transfer-End of the Conceptual Curriculum and Instruction Clarification

When we ask teachers why students should be aware of what they are teaching, we hear a variety

of responses. Teachers assert that their education should prepare students to live useful lives in

the future. They want to help students become exceptional thinkers, problem solvers, readers,

writers, and presenters. You want children to have a different perspective on the world and to be

empowered to act differently. Transfer appears to be the goal of all learning, not only conceptual

learning. The key to understanding transfer is that facts and subjects are not transferred. This

implies that facts and issues cannot simply be applied to a new context. Before we can unlock the

new scenario with our expertise, we must abstract the conceptual level and generalise our

insights from a specific incident to a broader norm.

The lovely thing about conceptual learning is that it visibly and tangibly makes our knowledge of

the facts translational and conceptual. When students study the relationship between free will and

fate and spend considerable time developing their generalization of these concepts by using the

interpretation of Hamlet, they may more readily recognize their general knowledge by reading

Romeo and Julia. (What are the fundamental components of conceptual design?)

Meaning is socially created.

It takes a long time to think well. Concept-based models encourage collaborative group effort to

enhance thinking and addressing problems. Working together, diverse brains are creating new

ideas and solutions. The social purpose and function of co-operative groups are key components

of the entire IB program. The school days full of lectures controlled by teachers are expected to

be a vestige of the old pedagogies of passive pupils, which are packed into parallel rows of

desks.

Concept-based instructors who are efficient in IB comprehend the concepts of synergistic

thinking, the transmission of information and social significance. If they started their teaching

careers in a typical two-dimensional paradigm, they would have made some pedagogical changes

in their teaching.

 Two identical directions

 The aim is to learn more facts and acquire new abilities

 To spread factual knowledge, the instructor leans heavily on lecturing.

 The emphasis of teaching and learning experiences is on factual examples and ideas

definitions, assuming conceptual comprehension.

 The teacher sets targets for each lesson as needed.

 Students are in straight lines to make sure the teacher receives order and attention.
  At the end of the course, the instructor explains the learning of the goals verbally.

 Evaluations are used to evaluate factual knowledge and abilities.

 The teacher concentrates on the curriculum necessary.

Three dimensional instructions

The aim is to develop conceptual understanding by means of factual information and abilities

and to transmit understanding through global settings.

The instructor uses one or two major concepts as a conceptual drawing to enable students to

investigate significant interdisciplinary and disciplinary themes and questions.

Concepts as well as real information are included to promote synergistic thinking, training and

learning experiences. The instructor uses concepts to help students transcend facts.

The teacher poses a range of questions to stimulate students' attention and synergistic thinking

(factual, conceptual, and debatable).

Students often work in groups to promote collaborative social research, cooperation, synergistic

thinking and the solution of problems. Students can utilise the internet or other communication

tools in pairs or groups or in worldwide settings to work alone.

At the end of the session, the teacher uses induction to produce a declaration of conceptual

understanding by students and includes in the curriculum the fundamental or recommended

concepts of future topics. Students show a high degree of synergistic thinking through proper

knowledge.

The conceptual assessments connect to a main (or supportive) concept by utilising a specific

language from the idea in the task expectations.

The lecturer focuses on the pupils' thinking and comprehension. He or she is aware of each

pupil's capability to think jointly.

Research should be designed, reviewed and carried out in a way that will ensure its quality,

integrity and contribution to the development of knowledge and understanding.

Questions:

Q1- · Does the research you examined follow ethical norms (informed voluntary consent,

avoidance of disappointment, retention of the rights of participants to withdraw, prevention of

damage, respect of the privacy, consideration of disclosure etc.).

Answer

The identity of participants is kept secret or anonymous, and the guarantee extends beyond the

protection of their identities to the avoidance of the use of self-identification statements and

information. The protection of participants from possible harm is a crucial step towards

anonymity and secrecy. (2018 Fleming and Zegwaard)

The entire study carried out in this thesis on conceptual learning is devoid of disappointment. I

have taken and rephrased the figures from the prior studies to prevent plagiarism. Privacy shall

be respected during thesis writing and dissemination and each form of harm will be avoided.

Q2- You treat prior research fairly and unbiasedly

I have used prior research in the finest ethical and moral way, whether it is the study data or the

theoretical portion. I realize it is vital that the study objectives are as explicit as possible to

ensure that the objective is obvious.

Q3- Do you have to contact the authors for further details or restrict your evaluation to material

in the paper?

The author who created this thesis should not be contacted, as this thesis is prepared with regard

to all the ethical and moral perspectives. These ethical and moral techniques include 0%

plagiarism and employ specialists' expertise in the field only relevant information for thesis.

Q4- Have you evaluated a research in which you chose not to disclose the results because a pilot

study was not conducted?

No, I have seen no study which pilot study is not performed. The studies I utilised enabled me to

improve my conceptual learning expertise, which is the essence of this topic. Most of the info I

found was useful for my study. I realize that clear research findings must be presented and

research findings discussed.

Q5: Can the research you examined be repeated with other individuals in another environment

for validation?

Yes, other participants or for any other thesis may utilize this study. Because I did my best to

create a paper with a high quality and durable design. This work can be utilized for validation by

another environment and participants.

I realize that any research idea or findings might become a subject for discussion afterwards. In

order to discover generalizations for various individuals, age groups, races, places, cultures or

any such variables, researchers might use the existing theory in new situations:

To ensure trustworthy and authentic findings

Determining the role of foreign factors

Implementing the previous results in new scenarios

To stimulate fresh research that combines the results of past investigations. (Exploring.com,

2019)
 Chapter 5

Conclusions:

This research focuses on introducing concept-based learning, assessing the applicability of

concept-based learning and the usefulness of concept-based study in diverse environments. The

techniques for using this type of study have also been discussed in our medical, nursing and

commercial program. In this research, emphasis was placed on the significance of concept-based

learning by indicating how the 3D approach to learning works.

The concept of learning is clearly what kids need in the 21st century.

SEVEN HUMAN LEARNING PRINCIPLES

In the last four decades, scientists have worked on research to enhance our understanding of

human knowledge and provide a better insight in how knowledge is organised, how forms of

expertise understand, how people monitor their own knowledge, how people differ from one

another and how people gain expertise. Scientists and others have been able to distil a number of

basic human learning principles. This expanded knowledge of how people learn has the potential

to have a major influence on the nature and consequences of education. (Read on NAP 'Learning

and understanding: improving U.S. high school progressive studies of math and science') (

1. Comprehension is assisted by the structuring of new and old information around the main

concepts and principles of the field.

2. Learners utilise their knowledge to build new understandings.

3. The use of metacognitive techniques to detect, monitor and manage cognitive processes

facilitates learning
 4. The students have varied tactics, approaches, ability patterns and learning styles which

depend on the interplay between their inheritance and previous experiences.

5. The motivation of learners to learn and understand themselves influences what has been

learnt, how much has been learned and how much effort is put into the learning process.

6. What is learnt is shaped by the practises and actions involved in learning.

7. Learning is improved via encounters that are socially encouraged.(Read Learning and

understanding: improving mathematics and science advanced studies in U.S. High

Schools at NAP.edu)

Concept-based learning: general advice for parents

Kid specialists estimate more than 60% of the brain and ability of a child occurs in the first 6

years of life. However, it alters your child's capacity to have a stimulating, encouraging and

thought-enhancing environment while growing. To encourage brain growth in infants and young

children, the early years must provide a highly exciting and advanced learning environment.

When your child is growing up, it will encounter a variety of circumstances and scenarios that

offer extensive input that will eventually help to build a certain personality. Moreover, most of

the youngsters learn from their experiences and their lives by relating or linking specific

concepts and recommendations. In many situations your kid can acquire lessons and draw

inferences from a variety of ideas. [www.brainy-child]

Tips:

1. Introduce simple, easy-to-understand principles. Let the teachings be basic and easy.

2. Be consistent while introducing a certain topic. Let your notion be uniform and

consistent.

3. Be an active player and participate with your youngster. [www.brainy-child]

Finally, please remember that the positive implementation of inquiry or concept-based education

requires a lot of variables such as building up an environment to ask questions, establishing a

framework for these questions, focusing and afterwards producing various phases of inquiries.

The heart and soul of concept-based learning are questions. (www.brainy-child.com)

Perception of the advantages and disadvantages of project based learning by teachers and

students

Advantages of Project Based Learning

A literature study has been done to get a list of the potential benefits of PBL and its advantages

over standard curriculum. The first search was performed through the Google Scholar search

engine in search keywords Project based learning and problem oriented learning'.' The search

resulted in several sources outlining PBL's pros and drawbacks. After a number of bibliographic

units examined, there were no new benefits or disadvantages, and a sufficient number of

advantages were found by the literature study. Most of the advantages for students are

recognised with a total of 31 different advantages. It must be noted that Since the PBL and PBL

are identical in their essential concepts and rules, the authors argue that both advantages (and

drawbacks) are the same. Similarly, because PBL courses constitute the cornerstone, they have

the advantages of PBL. The benefits of PBL for instructors, while important, are not as many as

the benefits for students; (Research Gate)

 The instructor might find the project work more pleasant, engaging and motivating.

 The instructor obtains constantly fresh ideas through overseeing various projects with

new student groups each year and so also becomes a lifelong learner.

 When students are interested and invested in the subject, classroom management is

simpler. (Gate of Research)

Disadvantages/ Limitations of PBL

In general, disadvantages are fewer than positives and relate more directly to instructors and

professors than to students. Student-centered drawbacks include higher times, less stringent

grasp of the foundations of engineering, hierarchical issues of knowledge structure with team

members that make fewer work in groups. Students' non-disadvantages can be classified into two

groups: institutional, organisational and professor-centered disadvantages. All drawback

categories have been collected using the same approach as outlined in the previous part by the

literary review for the advantages of PBL. But the institutional and organisational obstacles also

include a couple of the drawbacks facing the authors by their combined 30 years' experience with

higher education, by trying to include PBL and parts of PBL in curriculum at the Faculty of Civil

Engineering. (ResearchGate)

Disadvantages of PBL related to teachers are:

 Time limitations for PBL development, implementation and management

 Planning and execution difficulties and higher effort in these tasks

 Lack of experience and adverse reactions of students in more active learning roles.

 Content knowledge of the teacher and potential failure to monitor a project in their field.

 Shift from facts supplier to the role of mentor and learning facilitator

 Group evaluation, coupled with who should evaluate and measure each team member's

participation. (Gate of Research, n.d.)

 The literature study institutional and organisational difficulties and the personal

experience of the authors include:

 PBL needs simultaneous curriculum modifications

 Focus on too many objectives Increased schooling costs

  Possible long-term maintenance concerns for PBL courses

 Resistance to reforms in the faculty

 Lack of faculty members to apply such instructional techniques

 Interest, collaboration and institutional assistance from many educational stakeholders

 Professors may not be in contact with the industry and cannot impart practise to pupils.

(Gate of Research)

Effectiveness of Concept-Based Learning Model, Drawing And Drill Methods To Improve

Student's Ability To Understand Concepts And High-Level Thinking In Animal

Development Course:

Demands from shareholders for better quality higher education have appeared in different mass

media and educational forums. In order to meet these requests, considerable efforts have been

undertaken by the government and different implementers of higher education. Some elements

that are directly connected to education quality include the quality of the learning process, which

is anticipated to be an essential factor in training people who are capable of applying science

effectively and appropriately. Preliminary study results in one of the courses indicated

disappointing outcomes, particularly the animal development. The conclusions include that

students are weak in understanding the current concepts, that students have difficulty

reexplaining the associated information, that the students have issues describing the image and

the failure of high-ranking thought students. The issue of quality of learning is undoubtedly

directly linked to pupils' very little ability to grasp animal development principles. The relatively

little capacity of pupils to grasp animal development ideas is known when they take the final

examination of the semester. Students often reply erroneously, one or more material ideas, the

material not being incorrectly replied. It is indicated by this condition that pupils have less
knowledge of what they do, as if they memorised written phrases in a reading book without

understanding anything. (Fitri and Yogica, Lufri, 2018)

The link between concepts may be understood and articulated using concept maps. The notion

might be given as a type of task by the lecturers or the students. This task supports the technique

of inquiry, which is also part of the research variables. The assistance of concept mapped

learning improves conceptual comprehension and educates students to learn freely and build

meaningful learning experiences. The application of technology adds value to these concepts and

better enables students to study themselves than manually to produce concept maps. These

technologies increase all aspects of education and learning. Students can also offer feedback to

enhance ideas comprehension. (Fitri and Yogica, Lufri, 2018)

The designed learning model generated high learning results for pupils. This approach is

efficiently utilised in the learning process to solve student difficulties. It is expected that the

reader would know that the model has been utilised efficiently for learning with information on

the findings of this study.

Learning Knowledge And Skill In A Concept-Based Approach

Knowledge and skills learning plays an important part in a conceptual curriculum. By applying

knowledge and abilities intentionally, children may reach the conceptual level of thought and

create their own understanding. Sometimes memorization is required to help students to think

more, such as seeking models or generalizing. For example, a child can mentally understand how

to compute large numbers successfully by learning multiplication tables. [www.uwcsea.edu]

Ellie Alchin, Teaching and Learning Director at UWCSEA Dover, explains: Knowledge and

skills in a concept-based curriculum are highly essential. Students need a factual or skill-based
basis so that they can build accurate and transferrable understandings. If the students lack this

basis because they have not studied enough information or because they have not gained

sufficient abilities, the students will create incorrect or generalized understandings.

(www.uwcsea.edu.sg, n.d.)

Strengths of Concept-Based Learning

The conceptual curriculum has one of the benefits that our instruction goes beyond time, place

and circumstance. By organising learning about concepts and conceptual comprehension and

creating a solid knowledge and skills base, we give our students with an intellectually rigorous

and challenging educational experience.

Marschall emphasises the advantage to pupils, Knowledge is expanding rapidly and it is not

possible for our kids to assimilate all the information produced. There is therefore an advantage

with our curriculum in developing notions and mental understandings for pupils that are

transferred. You may make sense of the world when you see new examples of those conceptual

understandings that are mirrored in the material generated in 10 years or 20 years.” This is

something that can't be done by acquiring individual information or abilities.

(www.uwcsea.edu.sg)

The Future Of Collaborative Learning

At its heart, the Collaborative Learning approach allows learners to engage, work together and

have a role in their own learning. This learning process may be helped by numerous techniques

with both small and big groups. Shorter, class-based, collaborative learning generally involves a

three-step procedure. (Switzerland, 2020)

This procedure can be as fast or as lengthy as the task or activity is necessary. The following

steps are described as:

1. Introduce the task – This may be as straightforward as asking kids to approach their

neighbor to dispute or discuss a subject.

2. Provide students with enough time to engage with the task – Address any issues as

necessary.

3. Debrief – Invite a few students to provide an overview of their findings. Address

misunderstandings or explain unclear topics. For questions, open the floor. (Switzerland,

2020)

There are various ways to ensure the dynamics of the productive group in bigger groups:

Providing students with chances to establish relationships and cohesiveness in groups through

icebreakers, team building and reflection.

Give students time to develop a working group plan that includes deadlines and responsibilities.

Discuss roles with each group and anticipate kids to swap positions on a regular basis. For

instance, students can be leaders, mentees, note-takers, summarizers and, as necessary, switch

positions.

Allowing students for quality and amount of cooperation, contributions, training and

implementation of learning feedback and peer coaching. Students utilise this input to develop

and evaluate themselves.

Check in occasionally with groups, but encourage kids to lead and manage their own problems

before they come to your help.

Collaborative learning has numerous advantages. By engaging and developing education

experiences with kids through various sorts of group activity, you enable them to acquire deeper

levels of thinking, self-management and leadership. You also make pupils responsible for how

and what they learn. (Switzerland, 2020)

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