Abstract:

The notion of concept-based teaching and learning (CBTL) is not new. Originating in the work of Hilda Taba in the early 1960’s, the fundamental assumption of concept-based teaching and learning is that in order for teachers to teach effectively, they needed to understand two levels of knowledge: facts and principles. Since Taba’s work, the concept-based teaching and learning approach has influenced research, curriculum design and teaching practices, as well as contributing to contemporary debates on the role of factual knowledge in today’s curricula. The International Baccalaureate Organisation (IBO) has been at the forefront of attempts to develop curricula to go beyond the transmission of facts. The review of literature discussed in this paper was commissioned by the IBO as part of a research study to assess how consistent efforts to encourage concept-based teaching and learning have been.

This literature review was the first part of the study and its aim was to identify effective approaches to concept-based teaching and learning and how conceptual understanding might be assessed in developmentally appropriate ways. The review used a rigorous search strategy and, in total, 158 items of research literature were consulted, ranging from books to theses to chapters and journal articles, with the vast majority dated 2000 or later. Thirty-three principles emerged as supported by this literature and, using an inductive analysis, they were grouped into five themes: The nature of concepts; Concept development; Key features of concept-based teaching; Classroom interaction in concept-based teaching; Assessing conceptual understanding. These principles were later used as a curriculum audit framework against which to study the curriculum documentation for IB programmes.

The research literature review confirmed that CBTL is a relevant approach for contemporary education that aims to facilitate the generation and understanding of ideas, the transfer of knowledge and skills, and a critical or reflective perspective towards knowledge itself. The main outcomes of the review will be presented and discussed in this paper, with some discussion of their implications for the design of school curricula.

Keywords:

Concepts, Curriculum, Teaching, Learning.