Concept Based Learning - Final Essay-1
Concept Based Learning - Final Essay-1
Concept Based Learning - Final Essay-1
Introduction:
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
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
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,
universal subjects:
Establishes connections to previous student experience.
(Erickson 2008).
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
How will my schoolroom utilize concept-based learning? How can my students and I put
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
the Unit.
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
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
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
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.
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
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
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
Constructivist
Collaborative
Integrative
Reflective
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.
Education's Transformation
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:
Master of Science needs a broad variety of concepts, most of them specialised to a given
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)
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
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
Develop clinical reasoning abilities by arguing with the idea map approach in
clinical reasoning during medical problem-based learning utilising the concept map
technique (PBL). Individual aptitude for clinical reasoning was assessed using problem-
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)
radiology
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
offering a clear opportunity to comprehend the role of radiology in diagnosis and patient
Democracy)
Researchers choose instructional techniques and sample maps to show the portability and
broad applicability of concepts for three modern issues facing medical education: 1.
development and 3. Interprofessional and group learning. Finally, new idea mapping
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
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
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
needed on how ideas maps improve critical thinking, diagnostic thinking and patient
medical school
(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
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
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
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
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
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
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
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
Chapter 3
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)
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
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
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
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-
Design-based research shares a number of characteristics, such as the fact that it generates
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
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
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
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
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
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
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
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
Conclusion
This chapter provides a brief review of the origins, principles, results, problems and techniques
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;
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.
This technique aims to give transferable concepts and an effective approach to promote students'
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
The conceptual curriculum and teaching are a three-dimensional design model which frames
factual contents and competencies with discipline concepts, generalisations and principles. The
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,
strong basis for crucial factual information in several disciplines and lift the bar for curricula and
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
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
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
separated 'Knowledge' and introduced it into (Bloom's taxonomy: Preschool set up 2020)
defining four distinct types: factual, conceptual, procedural, and metacognitive. (What are the
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?)
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
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?)
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.
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.
The emphasis of teaching and learning experiences is on factual examples and ideas
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.
The aim is to develop conceptual understanding by means of factual information and abilities
The instructor uses one or two major concepts as a conceptual drawing to enable students to
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
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
At the end of the session, the teacher uses induction to produce a declaration of conceptual
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
Research should be designed, reviewed and carried out in a way that will ensure its quality,
Questions:
Q1- · Does the research you examined follow ethical norms (informed voluntary consent,
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
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.
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
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
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
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
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 stimulate fresh research that combines the results of past investigations. (Exploring.com,
2019)
Chapter 5
Conclusions:
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
The concept of learning is clearly what kids need in the 21st century.
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
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
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.
7. Learning is improved via encounters that are socially encouraged.(Read Learning and
Schools at NAP.edu)
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
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.
framework for these questions, focusing and afterwards producing various phases of inquiries.
Perception of the advantages and disadvantages of project based learning by teachers and
students
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 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
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
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)
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
The literature study institutional and organisational difficulties and the personal
Professors may not be in contact with the industry and cannot impart practise to pupils.
(Gate of Research)
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
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
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
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
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
(www.uwcsea.edu.sg, n.d.)
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
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
(www.uwcsea.edu.sg)
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
1. Introduce the task – This may be as straightforward as asking kids to approach their
2. Provide students with enough time to engage with the task – Address any issues as
necessary.
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
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
Check in occasionally with groups, but encourage kids to lead and manage their own problems
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
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