Some of Instructional Strategies that support conceptual understanding

Activities before concept, concept before vocabulary (ABC, CBV) strategy teaches the student to conduct an activity or experiment first, then use the observations as a guide to explain the concept. The instructor completes the learning by explaining the terminology associated with the phenomenon under investigation. This is unlike the traditional order where concept and vocabulary are taught and a confirmatory experiment follows.

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Metaphor and analogy strategy is used to conceptualize strange ideas using familiar objects. Analogies are used to compare a strange phenomenon to a familiar one, for example, the function of the unfamiliar heart can be compared to that of a familiar pump. Metaphors and analogies help to teach concepts by basing them on the student’s misconceptions, for example students’ wrongly think that a table prevents gravity from pulling an object placed on it, when in fact the table applies an  upthrust force equal to gravity.

The claim-support question strategy is used to help identify and uphold an assertion as being true, for example after a study and experiment on magnets, the teacher may enquire from students what they know about behavior of magnets on objects. Their claims are then verified or supported by explanation or conducting experiments.

In the concept mapping strategy, smaller phenomena are linked to a larger phenomenon, for example evaporation, condensation, wind, and gravity are linked to the water cycle.

In Predict-observe-explain sequence strategy, students make a guess based on their personal interpretation or knowledge of common phenomena. Following an observation or experiment, they remove their notion and replace it with the new knowledge. Since students have rigid ideas, it is necessary to walk them through seven stages of orientation, motivation, experimenting, predicting, discussing, observing, explaining the observation, and explaining the concept.

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