Conceptual understanding is an important part of learning. At its core, it is how we teach students to think critically and apply their knowledge in situations beyond the classroom. Knowledge and understanding is not just about remembering facts or memorizing equations, but more why things work the way they do. When students understand conceptually, they grasp deeply; they connect ideas, confidently approach challenges, and creatively find solutions (Digital Promise).
This blog post will explore the importance of conceptual knowledge for students. It will also explore how conceptual knowledge differs from the more traditional, “procedural knowledge" and how you can quickly bring conceptual understanding to your classroom. By helping students deeply understand, they are empowered to both creatively interact with real-world problems and become life-long learners.
Conceptual knowledge is based on the “relationships and interconnections of ideas that explain and give meaning to procedures” (Eisenhart, 1993). Rather than just memorizing rules or formulas, students who develop conceptual knowledge understand the relationships between ideas and can explain why a certain principle works. Conceptual knowledge is “designed to build on prior understanding” and flourishes in settings of “active engagement with subject matter content” (Stofflet, 1994). This deeper level of understanding allows students to transfer knowledge across contexts and apply it to “real-world situations” (Stofflet, 1994).
Conceptual knowledge enables students to move beyond simple memorization and begins to connect cross-disciplinary concepts into a web of conceptual understanding. For example, a student who understands the deeper concept of a math or science problem can creatively adapt their interconnected knowledge to new problems. Students with strong conceptual understanding can think flexibly, turning conceptual math knowledge into budget balancing or effective time management.
In education, knowledge can be divided into procedural and conceptual. Procedural knowledge is about knowing how to do something (Nahdii, 2020). It involves consistent and memorized rules to get an anticipated outcome. An example from the classroom could be learning the correct mathematical order when multiplying: Parenthesis, Exponents, Multiplication, Division, Addition, and Subtraction. Conversely conceptual knowledge is about understanding why these procedures work and how they are related to other situations and contexts (Nahdi, 2020). Students are led to see the big picture, make sense of the rules they are being taught, and apply their learning.
Conceptual knowledge and procedural knowledge are not necessarily competitive. Both types of knowledge are essential for “abstract, sophisticated, and deep knowledge” (Schoenfield, 1979). Procedural knowledge is key for students to gain confidence and consistency in equations and facts; conceptual knowledge is essential for comprehending why those procedures work. Teaching with both helps students turn practical knowledge into a connected web of understanding, empowering them to “solve problems across diverse contexts” (Nahdi, 2020).
One of the benefits of conceptual knowledge is that it helps students feel confident and capable when thinking critically about a challenge. Instead of relying on memorization or following steps, students with a strong conceptual foundation are able to adapt and look at problems from multiple angles. This is problem-solving. For example, a student who understands the facts and processes in a scientific experiment can apply that knowledge to solve problems in other subjects, such as basic engineering or technology.
In essence, conceptual knowledge allows students to transfer their learning to a wider variety of contexts. Rather than being confined to one set of procedures, they can apply their understanding to unfamiliar situations, problem-solving on the fly, and coming up with innovative solutions. Conceptual knowledge grows important “21st-century skills” that lead to solv[ing] real-world problems” (Wilson, 2024).
There are many strategies that can be used to support students’ development of conceptual knowledge. Here are a few methods that Third-Space Learning says can help bring conceptual understanding to the classroom:
To build conceptual knowledge, it’s important to connect new learning with students’ prior knowledge. If students have a solid foundation of basic facts and ideas, they can more easily grasp new concepts. However, simply having prior knowledge is not enough. Teachers can help students make connections between what they already know and the new information they are encountering. “Once foundational understanding is in place, educators can build students’ conceptual understanding by providing opportunities to articulate their knowledge and determine the appropriate use of a concept in specific situations” (Nahdi, 2020).
For example, when teaching fractions, students who already understand the concept of division will find it easier to understand how fractions work. By drawing connections between their prior knowledge of division and new learning about fractions, they can form a more comprehensive understanding of the process. Making connections between prior and new knowledge helps students to build a more complete framework of understanding.
Active learning is fundamental for students’ who develop conceptual understanding. Active educational strategies and activities can include “animations, and technology-enhanced activities” (Gardner, 2012). These promote deeper conceptual knowledge.
Additionally, the teacher identifying patterns and relationships between subjects and ideas can go a long way in developing conceptual understanding. As “facts are connected into meaningful patterns” students’ minds begin to see how their learning is much more integrated than isolated (Garnder, 2012).
Assessing conceptual knowledge is different from testing traditional methods. Instead of focusing on what is right or wrong, assessments should focus on how well students can apply their understanding to new situations. Open-ended questions and projects that require students to explain their reasoning are excellent tools for gauging conceptual understanding. “Rather than assessing “routine expertise,” effective assessments evaluate “creative and flexible” habits (Hurrell, 2021).
Here are a few activities that can help assess conceptual understanding in students:
The table below displays additional and similar ways of assessing conceptual understanding:
When students develop a strong conceptual understanding, they don’t just remember isolated facts, they see connections between those facts and can creatively apply them. In a classroom where conceptual understanding is taught, students think critically and creatively, they “grasp the big-picture” and can apply their knowledge outside the classroom (Hurrell, 2021). Conceptual understanding leads to becoming a life-long learner. Conceptually engaging students impacts growth in the classroom, influences career readiness, and can lead to competent contributions in the real world. This is the best education that a student can be provided with!