1. KNOWLEDGE : Concept and facts in context
Chapter 5 summary
By Courtney Dawson

2. Knowledge: Concept and facts in concept
Analysis of how essential concepts and facts, learners attitudes and beliefs, and societal problems and expectations can be contextualized within the curriculum

3. Thinking about concepts
Primary focus of both curriculum and instructional design
Concept formation-introducing new concepts
Concept development-practicing and applying a concept
Concept attainment-using a concept in context

4. Problem with teaching concepts
Concepts are constantly being taught, but a thorough understanding of the essential elements of concepts, how concepts relate to each other, and how learners construct and assimilate concepts into their cognitive structure may be missing.
Let’s test this theory with a little pre-assessment

5. Identifying concepts
1. Given the curricular area you are planning to design or redesign, list at least 10 but no more than 20 major concepts that are essential for students to learn
2. Group the concepts listed by a categorical relationship that links them together.
3. Organize those groupings by showing the superordinate, coordinate, and subordinate concepts in each category.
4. Finally, identify the attributes of each of the concepts in one of your categories to show how and where the superordinate, coordinate, and subordinate concepts share common attributes.

6. Thinking about concepts
After just thinking about doing all how do you feel?
Confused, frustrated, or both?
The feeling is natural and may reflect how students feel if they were asked to perform a task after completing a unit that has just been taught.

7. Thinking about concepts
Cheer up there is a way to begin thinking about concepts and concepts learning that will alleviate the confusion and frustration

8. Understanding concepts
What is a concept ?
a way to categorize and organize experiences
A way to connect the web of ideas that emerge from the categorization

9. How do we understand concepts?
To understand the elements that make up concepts and how these elements can help organize conceptual structures for curriculum design we look at concept attitudes.

10. Concept attributes Attributes can be described as the following:
Criterial-essential to defining the concept
Where examples are derived from when we teach the concept
Noncritical-nonessential for defining the concept
Learners most be able to distinguish between the two to get the concept
Learner must demonstrate how and why the criterial attributes fit that concept and only that concept

11. Example of criterial/noncriterial attributes
Island defined is a body of land surrounded on all sides by water, the phrase “Land surrounded by water” represents criterial attributes.
Size, location, and topography would be noncriterial attributes
Problem: learners that confuse the two by thinking “an island is a body of land located in the ocean”
by high school many learners have managed to learn many misconceptions because they learned the concepts and attributes out of context

12. Thinking back to identifying concept
To successfully complete the concept preassessment you needed
to identify criterial attributes for the concepts,\
Separate them from the noncriterial attrbutes
Then categorize them through a pattern that linked superordinate, coordinat, and subordinate concepts together
Let’s look at an example

13. Vertebrates Criterial noncriterial Spine with internal skeletal system
Birds
Mammals
Fish
Amphibians
Manners in which offspring are born
Method of breathing
External covering (fur, scales, feathers)

14. Vertebrates
If these items were not categorized into criterial and noncriterial then it would be hard for the learner to identify appropriate examples and nonexamples when teaching these concepts.

15. Types of concepts
Organized in 4 ways concrete./abstract Formal/informal Conjunctive/disjunctive /relational Enactive/iconic/symbolic

16. Types of concepts conjuctive disjunctive
Conjunctive concepts has one set of criterial attributes that define the concept, these attributes remain the same across all examples.
Example: A concept such as Island is conjunctive
Island –body of land surrounded by water
Self-service “island” in a gas station –concept of island maintains same attributes.
consist of two or more sets of criterial attributes
These must be taught with appropriate examples to ensure complete understanding
Example: “Strike” multiple meanings (Turn talk to partner)

17. Types of concepts Relational concept
Most difficult to categorize and to teach
May have several sets of criterial attributes, but attributes have no real meaning unless they are viewed in relation to another set of attributes from another concept
Examples: love, freedom, justice, love , a good taste
Totally dependent on context to define them (one man’s junk is another man’s treasure)

18. Types of concepts Problems:
When teachers treat relational concepts as conjunctive concepts
This makes students identify the “correct” meaning for a symbol that means different things to different situations and circumstances.

19. Concept mapping
Intentionally develop in 1973 by joseph novah (verbal learning)
Serves to make new knowledge contextual and meaningful
Differ from graphic organizer and webs
Provide a much clearer representation of the relationships between and among superordinate, coordinate, and subordinate concepts and clearer pattern of criterial attributes

20. Examples of concept maps
Please turn to pgs/51-53
Your assignment Take 5 minutes to read this section
After reading this turn and talk to your shoulder partner
“which concept map is easier for you to understand?”

21. Types of concept maps
These examples point out critical issues to think about when creating a concept map
When designing a map
Determine if it accurately depicts the balance among the concepts that will be stressed in more detail and the ones that will be addressed more specifically

22. Other forms of knowledge
Principles and facts-also included in curriculum design
Principles-showing relationships between concepts]
They tell how events or objects work or how they are structured
Facts-statements that have been verified empirically; indicate a valid record
Examples: