Yannel M.

Villaber August 31, 2017

2004-78382 EDSSE 231
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Beyond Mere Definition: Teaching for Conceptual Understanding in Secondary Social Studies
John Myers and Roland Case

Minds on
The idea of a concept is fluid and as teachers we have to keep that in mind, since the same concept can be viewed differently
from student to student.

Learning Objectives:
1.Defining a concept, identifying features and challenges
2. Strategies for teaching concepts
3. Assessing students for conceptual understanding
I. What is a concept?
A. Abstractions or ideas
B. Intellectual categories or lenses through which we recognize and classify the world
"We see what is behind our eyes"-Chinese proverb
II. Key Features of Concepts
A. Concepts have a label or name
B. Explained through the use of examples
C. Matters of degree- not black and white
D. Described precisely through shared attributes
III. Challenges in Teaching Concepts
A. Large volume
B. What should be reinforced?
C. Lack of clarity or precise distinctions
D. Concepts vs definitions vs facts
IV. Promoting Conceptual Understanding
Recognizing examples versus
non-examples
V. Strategies for Teaching Concepts
A. Concept Recognition
Teacher identifies the concept and attributes and asks students to identify examples and non-examples
Ex: p. 59 Figure 5.1
-Where the teacher identifies attributed and asks students to recognize which of the supplied items are examples and non-
examples of the concept.
Gender
Attributes Essential Attribute Non-essential Attribute Examples and non-
examples
There are only two x
genders
Gender is a social x
construct
Corresponds to biological x
sex
Based on sexual x
orientation
Gender is performed x

B. Concept Attainment
1. Teacher provides students with examples and non-examples
2. Students identify distinguishable attributes

- Where the teacher supplies items that are identified either as examples or non-examples and students must
identify the attributes that distinguish the two categories

Money
Attributes Essential Attribute Non-essential Attribute Examples and non-examples
Divisibility Must be divisible into
smaller denominations for
transactions
Represents system of Money is a currency that is
exchange used to give value to objects
and provides individuals a
medium of exchange
Desirable good Useful in a capitalist system
but creates inequality and
greed
Coins and bills Historically other mediums
have been used for exchange
Limited supply Limited supply gives money
its value

C. Concept Formation
1. Teacher provides neither examples nor attributes
2. Students develop their own conceptual categories
3. Best for abstract concepts
- When the teacher supplies identified examples and non-examples a list of attributes; instead, students create
their own concept categories by sorting the items and explaining the attributes that distinguish their groupings.
Heroes
Attributes Essential Attribute Non-essential Attribute Examples and non-
examples
Are male
Muscular
Strong moral compass
Tall
White

VI. Other Strategies

A. Experiencing the concept
B. Definition
C. Word origin
D. Comparing derivative words
E. Synonyms and antonyms
VII. Assessing Conceptual Understanding
A. Recognize instances of the concept
B. Generate examples
C. Explain specific attributes
D. Distinguish similar concepts
E. Apply the concept

Discussion
1. Do you think these are effective
teaching methods?
2. How can they be utilized in a
cross-curricular setting?

The Anthology of Social Studies by Roland Case and Penney Clark pgs. 54-65