Abstract
The terms “ knowledge” and “understanding” are often thought of as synonyms, but there is an important distinction. To know means that one may recall facts and information accurately, but understanding connotes the ability to use information in a flexible fashion in multiple environments and circumstances (McDiarmid et al., 1989).
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
McDiarmid W., Ball, D. L., & Anderson, C. (1989). Why staying ahead one chapter just won’t work: Subject-specific pedagogy. In M. C. Reynolds (Ed.), Knowledge base for the beginning teacher (pp. 193-205). New York: Pergamon Press.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Towards a theory of conceptual change. Science Education, 66(2), 211-227.
Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, VA: ASCD.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Sense Publishers
About this chapter
Cite this chapter
McComas, W.F. (2014). Teaching for Conceptual Understanding. In: McComas, W.F. (eds) The Language of Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-497-0_94
Download citation
DOI: https://doi.org/10.1007/978-94-6209-497-0_94
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-497-0
eBook Packages: Humanities, Social Sciences and LawEducation (R0)