Connecting Domains in Concept-Context Learning: A model to analyse education situations

Marja-Ilona Koski, Remke Klapwijk, Marc de Vries
2011, Vol. 16, No. 3,

Abstract


The use of context-concept education alongside existing
approaches is valuable. In this article we introduce a threedomain
model for concept-context learning that supports
both the design process as well as the idea of concept
learning. The model shows how practical and abstract
knowledge should be combined to improve contextconcept
learning. The model acknowledges the dual nature
of products and the need to relate practical, concrete
experiences to causal explanations. It distinguishes three
domains: the social context, the concrete product and the
abstract knowledge domain. Here, the model is used to
analyze, explain and suggest improvements for training
primary school teachers in the Netherlands. The research
data from the in-service teacher training show how
continuous movement between the three domains is
needed to develop creative, socially relevant solutions. The
training would be better aimed towards the needs of the
learner if the connection between the theory, concrete
experiences with products and the social context is made
more visible and inviting.

Keywords


concept-context learning, knowledge categories, in-service teachers, primary education, three-domain model, design process

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