Chapter 7: Strategies and Challenges to Teaching for Conceptual Learning

Dr. Williams is teaching a room full of preservice teachers (PSTs) about pedagogy and the science of learning. Prior to class she asked them to read an article critiquing the validity of learning styles (e.g., I’m an auditory learner). She begins a class discussion about learning styles by taking a quick poll of who still has a favorable conceptualization for matching teaching practices with learning styles. To her surprise, the majority of her PSTs raised their hands, suggesting that even after reading about the lack of evidence and empirical research concerning learning styles, many of her PSTs continue to hold onto their preconceptions favoring learning styles. Perplexed, Dr. Williams questions what can she do to help PSTs overcome weak conceptions or misconceptions about learning styles? In this chapter, we will address the prominent educational psychology topic of conceptual learning, discuss some of the common challenges in teaching for conceptual learning, and present practical strategies that can be employed to facilitate conceptual change, bridging theory to practice for teaching for conceptual learning.