Conceptual approach
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The document discusses the conceptual approach to education. It emphasizes choosing content based on pervasive ideas rather than isolated topics. This helps students make connections between prior knowledge and new concepts. It allows them to examine concepts from multiple perspectives, sort relevant information, and classify examples to thoroughly learn concepts and improve retention. Teachers should help students gather data to form their own generalizations, and guide them to organize information into a cognitive hierarchy from facts to conceptual schemes.
Conceptual approach
- 2. Conceptual Approach “Education is what is left in the individual after he has forgotten almost all he learned from school.”
- 3. Conceptual Approach -choosing and defining the content of a certain discipline to be taught through the use of our pervasive ideas as against the traditional practice of determining content by isolated topics
- 4. Benefits of Conceptual Approach helps make connections between what students know and what they will be learning learn how to examine a concept from a number of perspectives learn how to sort out relevant information extends their knowledge of a concept by classifying more than one example of that concept students go beyond merely associating a key term with a definition concept is learned more thoroughly and retention is improved
- 5. Benefits of learner from conceptualization They can make insights gained in certain problematic situations. Through their ability to generalize, they become mor efficient in solving problems they encounter. They could see and realize that bits of information which is isolated to be organized and pieced together like a puzzle
- 6. Roles of the teacher Never tell the students the principles or rule which the students are supposed to state at the end of the lesson Should help the students gather sufficient data to enable them to form the expected generalization Should be able to master the cognitive hierarchy of his discipline Should categorize all knowledge pertinent to his area
- 8. Term: Fact Meaning: Simple statement of truth Examples: Ice melts, water freezes, wax, liquid solidifies, water vapour, condenses, mothballs sublimate
- 9. Term: Concept Meaning: Synthesis or constellation of related facts Examples : Ice, water, wax, water vapour, and mothballs are all matter
- 10. Term: Generalization Meaning: General statement relating two or more concepts Examples: By relating matter with physical change, the general statement may likely to be. “All matter undergo physical change.”
- 11. Term: Principle Meaning: Statement of fundamental processes, true without exception, withtin the stated limitations, capable of demonstration or illustration Examples: The principle involved in the physical change of matter is conversation.
- 12. Term: Conceptual Scheme Meaning: The main pervasive theme underlying a major field of study Examples: Understanding the environment through matter and energy
- 13. Important Notes Flow of ideas from facts up to conceptual schemes is from simple to complex- allowing students to organize their thoughts from bits of information to larger cognitive level. Students should be given lots of opportunities to read, listen, and write to expose them to as many situations as possible and lead them to categorize information.
- 14. References www.openuniclsu.edu.ph/openfiles/ modules/ed710/lesson4.doc Garcia, Manuel. Focus on Teaching: Philippines: Rex Store,1989.
Editor's Notes
- #3: He may simply means that the real test of one’s education is not through his ability to remember a litany of facts but rather through his ability to profit from this facts
- #4: Students do not need to go experience a actual experiment but you just need to recall of what you have you have learn.
- #5: Conceptual approach require a active use of mind and student usually have the to think logically
- #7: To explain the foregoing figure, each of the levels in the heirarchy is properly defined and illustrated but give example on the following slides
- #14: The students should conceptualize for themselves, not the teacher to conceptualize for them. Students should involve them in in actual gathering as organizing od data