Teacher Candidates’ Conceptual Understanding of Conceptual Learning: From Theory to Practice

Education researchers suggest that teacher education candidates be taught that meaningful learning is essential and that conceptual understanding be infused into all lessons. However, many teacher candidates are unable to successfully develop conceptual level lesson plans and some are unable to differentiate between skills and concepts. The purpose of this study was to enhance the conceptual understanding of teacher candidates and in turn help to develop their understanding of the learning process. This was accomplished by presenting the candidates with ideas concerning conceptual learning in a way that facilitated more meaningful learning and higher-level thinking. From survey analysis and evaluation of course projects, this method seems to achieve the goal of breaking down the cognitive barriers and allowing teacher candidates to conceptualize the difference between instruction that focuses on skills and instruction that focuses on conceptual understanding. (Contains 2 tables.)