Conceptual Learning

Conceptual learning or concept learning is a learning method as well as a form of critical thinking in which an individual has the ability to categorize and organize data by creating mental logic-based structures. This process requires both knowledge and acquisition because individuals first identify key features that will enable certain subjects to fall into the same category or concept. Knowledge construction is a constructive learning process that uses what individuals experience to understand the familiar or other subject; Acquiring knowledge is a learning process in which the student acquires knowledge from a recognized expert. Conceptual teaching is growing in popularity, especially when used for math and clinical subjects, but applying a method to explain more complex concepts can be a struggle for many educators.

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This learning method is often compared to procedural learning, which is considered the most traditional and widely used teaching method. Procedural learning requires individuals to memorize procedures but not an understanding of concepts. Conceptual learning does not require any memorization and instead focuses on understanding the concepts or structures behind different operations or procedures.

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Proponents of procedural learning believe that students' memorization of operations will eventually lead to conceptual learning, but this is not always the case. Studies have shown that conceptual learning can lead to procedural learning, but the reverse does not produce the same results. Students in procedural learning have difficulty applying their knowledge in new or unfamiliar situations due to their poor grasp of the concepts behind the subject.

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Conceptual learning and teaching can be more easily understood by observing how they are applied in real life. For example, conceptual teaching is encouraged in nursing education because it is believed to help students learn more about the different relationships that make up any emergency or workplace situation they encounter. With the support of conceptual learning, nursing students are able to respond more effectively and efficiently in almost any situation. In general, conceptual learning depends heavily on conceptual teaching. For this type of learning process to work, educators must take into account different learning styles and ensure that their students fully grasp the subject. Educators must also learn how to apply different teaching styles to ensure that all concepts are explained accurately and completely.

References:

Hall, R., & Greeno, J. G. (2008). Conceptual learning. 21st century education: A reference handbook, 1, 212-221.

Simon, M. A., & Tzur, R. (2004). Explicating the role of mathematical tasks in conceptual learning: An elaboration of the hypothetical learning trajectory. Mathematical thinking and learning, 6(2), 91-104.

Scott, P., Asoko, H., & Leach, J. (2013). Student conceptions and conceptual learning in science. In Handbook of research on science education (pp. 45-70). Routledge.

Fırat, S. (2011). Bilgisayar destekli eğitsel oyunlarla gerçekleştirilen matematik öğretiminin kavramsal öğrenmeye etkisi (Doctoral dissertation, Adıyaman Üniversitesi).