Scribd Logo
Upload

Welcome to Scribd!

  • 320 views

    Tools For Teaching Conceptual Understanding-2 PDF

    Uploaded by

    altusqueen
    Educators face a choice between traditional disciplines like math and music or innovation and creativity for 21st century learning. However, this is a false choice. Innovation requires creatively transferring the fundamental concepts of traditional disciplines. Students should be put in real-world challenges that require applying what humanity has already discovered. Innovation relies on abstracting concepts to transfer learning to complex situations. Decades of research shows conceptual understanding is key to producing innovators, not replacing disciplines with innovation alone.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Tools For Teaching Conceptual Understanding-2 PDF

    Uploaded by

    altusqueen
    320 views19 pages
    Educators face a choice between traditional disciplines like math and music or innovation and creativity for 21st century learning. However, this is a false choice. Innovation requires creatively transferring the fundamental concepts of traditional disciplines. Students should be put in real-world challenges that require applying what humanity has already discovered. Innovation relies on abstracting concepts to transfer learning to complex situations. Decades of research shows conceptual understanding is key to producing innovators, not replacing disciplines with innovation alone.

    Original Title

    Tools for Teaching Conceptual Understanding-2.pdf

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Educators face a choice between traditional disciplines like math and music or innovation and creativity for 21st century learning. However, this is a false choice. Innovation requires creatively transferring the fundamental concepts of traditional disciplines. Students should be put in real-world challenges that require applying what humanity has already discovered. Innovation relies on abstracting concepts to transfer learning to complex situations. Decades of research shows conceptual understanding is key to producing innovators, not replacing disciplines with innovation alone.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    320 views19 pages

    Tools For Teaching Conceptual Understanding-2 PDF

    Uploaded by

    altusqueen
    Educators face a choice between traditional disciplines like math and music or innovation and creativity for 21st century learning. However, this is a false choice. Innovation requires creatively transferring the fundamental concepts of traditional disciplines. Students should be put in real-world challenges that require applying what humanity has already discovered. Innovation relies on abstracting concepts to transfer learning to complex situations. Decades of research shows conceptual understanding is key to producing innovators, not replacing disciplines with innovation alone.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 19
    At a glance
    Powered by AI
    The passage discusses the importance of conceptual understanding and transferring knowledge to complex situations for innovation. It argues against replacing traditional academic disciplines with only a focus on innovation.

    Jerome Bruner wrote in 1977 that grasping the fundamental concepts of a subject allows for meaningful relationships to other topics, and conceptual understanding was the way to achieve the goal of producing innovators in schools.

    Teresa Amabile explained that within every individual, creativity is a function of expertise, creative-thinking skills, and motivation. Students still need a depth of knowledge and understanding in order to innovate.

    Introduction

    Why Is Concept-Based Curriculum


    Critical for the 21st Century?

    E ducators today seem to be faced with a choice: Continue teaching centuries­


    old ways of organizing the world through traditional disciplines such as math­
    ematics and music or throw them out in favor of innovation and creativity in order
    to move into a 21st-century paradigm for teaching and learning.

    This is a false choice. Here's the important truth: Innovation requires the creative
    transfer of the fundamental and powerful concepts of the traditional disciplines. We
    should put real-world challenges in front of students that require them to improvise
    based on what humanity has already discovered. Innovators stand on the shoulders
    of past scientists and mathematicians in order to innovate. They don't invent without
    a deep understanding of how the world works.

    Innovation occurs when people creatively trans­


    fer what they learn to complex situations. It relies
    Innovation requires the creative
    on abstracting to a conceptual level in order to
    transfer of the fundamental
    do it. Although innovation is a current buzz
    and powerful concepts of the
    word, the imperative to design education in this
    traditional disciplines.
    way stands on a long history of research.

    Decades ago, cognitive psychologist Jerome Bruner (1977) wrote, "Grasping the
    structure of a subject is understanding it in a way that permits many other things to
    be related to it meaningfully" (p. 7). He wrote this at a gathering of leading scientists
    who were tasked with figuring out how to improve schooling in the United States
    after the Soviets launched Sputnik. These experts wanted schools to produce innova­
    tors and concluded that conceptual understanding was the way to achieve that goal.

    Nearly 20 years ago, corporate analyst Teresa Amabile (1998) explained in Harvard
    Business Review, "W ithin every individual, creativity is a function of three compo­
    nents: expertise, creative-thinking skills, and motivation" (p. 81). Students still need
    a depth of knowledge and understanding in order to innovate. Amabile's research
    echoes what Bruner posited decades earlier: It would be unwise to throw out the
    academic disciplines and replace them with the goal of innovation without the sup­
    port of a deep knowledge base.

    You might also like