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"Concept Teaching"
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A Journey from Content to Concept Teaching in a Biology Classroom, in the Context of Blended Learning
Conceptual teaching was developed three decades ago as an alternative to conventional teaching approaches. It promised a significant shift in teaching practices across different disciplines and age groups. Traditionally, science subjects in high school tend to be content-heavy. Teaching science, especially biology, is still rooted in teaching methods that facilitate factual understanding and low-road transfer of knowledge. As a result, students' knowledge remains compartmentalized. Students rarely make connections with other disciplines and transfer their biological knowledge to new situations. Bringing concepts to biology is a challenging task. Despite compelling evidence for concept-based teaching, there are few examples of how it can be implemented and replace content-based teaching. This article describes the changes to teaching instructions in biology over the last decade as well as the main challenges that prevent incorporating novel teaching approaches in a biology classroom. The author suggests concept-based teaching as an effective alternative to conventional, content-focused teaching and offers some ideas for implementing concepts into teaching biology in the context of blended learning.
Journal Article
Human-level concept learning through probabilistic program induction
People learning new concepts can often generalize successfully from just a single example, yet machine learning algorithms typically require tens or hundreds of examples to perform with similar accuracy. People can also use learned concepts in richer ways than conventional algorithms—for action, imagination, and explanation. We present a computational model that captures these human learning abilities for a large class of simple visual concepts: handwritten characters from the world's alphabets. The model represents concepts as simple programs that best explain observed examples under a Bayesian criterion. On a challenging one-shot classification task, the model achieves human-level performance while outperforming recent deep learning approaches. We also present several \"visual Turing tests\" probing the model's creative generalization abilities, which in many cases are indistinguishable from human behavior.
Journal Article
Cognition and Spatial Concept Formation: Comparing Non-digital and Digital Instruction Using Three-Dimensional Models in Science
This study compared physical and digital models of a scientific topic in order to determine representational competence, short- and long-term cognition, and the extent to which physical or digital interfaces enhance spatial ability. The DNA molecule was used as a representative spatial topic to investigate conceptual and spatial understanding. Findings suggest a significant effect among four conditions: F(3) = 3.47, p = .02. A Tukey-HSD post hoc analysis identified a significant difference between the paper instruction/paper assessment dyad and the digital instruction/digital assessment dyad (d = .78). The results of an independent-samples t test analyzing the difference between the methods of instruction regardless of method of assessment demonstrated a significant difference in the scores for paper instruction and digital instruction conditions; t(130) = 2.56, p = 0.006. These outcomes demonstrated greater 3-D representational and conceptual understanding of the DNA molecule when paper models were constructed.
Journal Article
Maternal Support of Children's Early Numerical Concept Learning Predicts Preschool and First-Grade Math Achievement
The primary goal in this study was to examine maternal support of numerical concepts at 36 months as predictors of math achievement at 4½ and 6-7 years. Observational measures of mother-child interactions (n = 140) were used to examine type of support for numerical concepts. Maternal support that involved labeling the quantities of sets of objects was predictive of later child math achievement. This association was significant for preschool (d = .45) and first-grade math (d = .49), controlling for other forms of numerical support (identifying numerals, one-to-one counting) as well as potential confounding factors. The importance of maternal support of labeling set sizes at 36 months is discussed as a precursor to children's eventual understanding of the cardinal principle.
Journal Article
Concept mapping, mind mapping and argument mapping: what are the differences and do they matter?
In recent years, academics and educators have begun to use software mapping tools for a number of education-related purposes. Typically, the tools are used to help impart critical and analytical skills to students, to enable students to see relationships between concepts, and also as a method of assessment. The common feature of all these tools is the use of diagrammatic relationships of various kinds in preference to written or verbal descriptions. Pictures and structured diagrams are thought to be more comprehensible than just words, and a clearer way to illustrate understanding of complex topics. Variants of these tools are available under different names: \"concept mapping\", \"mind mapping\" and \"argument mapping\". Sometimes these terms are used synonymously. However, as this paper will demonstrate, there are clear differences in each of these mapping tools. This paper offers an outline of the various types of tool available and their advantages and disadvantages. It argues that the choice of mapping tool largely depends on the purpose or aim for which the tool is used and that the tools may well be converging to offer educators as yet unrealised and potentially complementary functions (HRK / Abstract übernommen).
Journal Article
Teaching Belonging in Nursing Using Narrative Pedagogy
Background
As Abraham Maslow asserts, belonging is essential to achieving self-esteem and self-actualization. With increasing numbers of novice nurse burnout and a perceived education-practice gap, promoting a sense of belonging is important to nurses' growth and psychological well-being and should start in nursing school.
Method
An elective course, Belonging in Nursing, was developed to assist undergraduate nursing students in understanding the importance of belonging through narrative pedagogy. Course topics include the concept of belonging, managing moral distress, professional identity and boundaries, and readiness for practice.
Results
Student feedback was positive, including the promotion of belonging in the class through hearing others express their fears and doubts and an increased awareness of moral distress and professional boundaries.
Conclusion
Teaching Belonging in Nursing through narrative pedagogy aids in integrating this vital concept into the undergraduate nursing curriculum. Promoting belonging should start in nursing school and continue into novice nurse practice. [J Nurs Educ. 2025;64(7):e79–e82.]
Journal Article
Primary teachers' preferred fraction models and manipulatives for solving fraction tasks and for teaching
When teaching fractions, teachers make instructional decisions about if, when, and how to use the many different types of fraction models and manipulatives. In this study, we sought insights into their pedagogical reasoning with
fraction representations via their preferences, both for solving tasks themselves and for teaching (in general and for specific fraction concepts and operations). Nearly 200 practising Australian primary teachers participated in an
online survey and we drew on a Fraction Schemes theorisation to analyse quantitative and qualitative data. A majority of teachers indicated a personal preference for the set model for four out of five schemes; for one scheme most
teachers preferred the circle model. Their reasons suggested that the nature of each task in a scheme and the specific fractions involved, played a role in influencing their preferences. With respect to teaching fractions, the teachers
also indicated a high level of preference for teaching with the set model in general, and secondly for the rectangle model. Their preferences, except for number lines, were not found to be associated with the teachers' nominated year
level. We found that a high personal preference for a set model was associated with a preference for teaching with the same model in general, but not for teaching with the matching manipulative (counters or chips). The teachers indicated
a high level of preference for teaching with the fraction bars manipulative for several fraction concepts, but this was not associated with a personal preference for linear models. Implications for further research are discussed. [Author
abstract]
Journal Article