1: Conceptual Development and Instruction

Abstract

Conceptual development and the learning of concepts have become of interest as topics for research in psychology in the past two decades. During the same period, curriculum developers have focused on concepts, both in identifying the specific subject matter to be included in the curriculum and in designing methods of instruction. Thus a vast literature is accumulating on the topic of this chapter, conceptual development and instruction, which provides a readily available source of representative theory and research. We have identified two systematic viewpoints to be given detailed presentation in this chapter. One is Piagetian theory and the other a model of conceptual learning and development we will refer to as the Wisconsin Model. Piagetian theory was chosen because of its power and comprehensiveness and because it now appears to be on the threshold of application to concerns and problems of education. The Wisconsin Model has only recently been reported and is still under refinement (Klausmeier, 1971; Klausmeier, Ghatala & Frayer, 1972). It is intended to influence directly the design of curriculum materials, instructional strategies, and the related assessment tools and procedures. The Piagetian system, which has been under formulation and refinement