Abstract
Current models of instructional design assume that concepts are (a) classifying rules, (b) components of a more complex network or schema in memory, and (c) evaluated/taught by classification performance. Based on current research and theory, however, concepts should be viewed as conceptual tools rather than classification rules. Concepts may be schemas or networks in themselves, as a complex arrangement of declarative, procedural, and inferential knowledge. Concept learning may be measured by concept use and inferences as well as classification and taught via analogies, learning strategies, use/inference practice, and rational-set generators.
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Tessmer, M., Wilson, B. & Driscoll, M. A new model of concept teaching and learning. ETR&D 38, 45–53 (1990). https://doi.org/10.1007/BF02298247
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DOI: https://doi.org/10.1007/BF02298247