Conceptual understanding<\/h3>\n\n\n\n
As part of the International Baccalaureate (IB) community, we work at the school in accordance with its principles, where the foundation of education is centered on the development of conceptual understanding. This goes beyond the transmission of knowledge or memorizing information, it is the construction of meaning and the development of conceptual understanding that are based on the acquisition of knowledge and the development of skills and attitudes in context.<\/p>\n\n\n\n
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<\/figure><\/div>\n\n\n\nConcept is a word that comes from the Latin conceptum<\/em> as well as the verb concipere<\/em> which means to conceive, to capture. According to this, the translation of the concept is \u00abtake a thing and keep it inside\u00bb; As mentioned before, it would be to take something from the outside to generate another thought inside, in relation to the ideas obtained from previous learning or experience to retain them inside the mind and form new concepts.<\/p>\n\n\n\n Concept is an idea or abstraction of the mind with which something is represented. Interpreting the perception that is made of reality to understand it. The mind retains or stores the information it receives, processes, and makes sense of it by elaborating the concepts.<\/p>\n\n\n\n ‘A concept is an important idea, a principle or an enduring notion whose importance transcends its origins, disciplines, or time frames’. <\/em>(Wiggins y McTighe, 1998)<\/p>\n\n\n\n Teachers focus their planning development on inquiry, conceptual understanding, and global contexts for learning. Working with concepts invites students to inquiry, and as they develop and deepen their understanding, it helps them innovate, address challenges, and solve problems, as well as providing a solid foundation for future learning.<\/p>\n\n\n\n Conceptual learning focuses on powerful organizing ideas that are relevant within and across disciplinary areas. The concepts transcend national and cultural boundaries. They help integrate learning, contribute to the coherence of the curriculum, deepen disciplinary understanding, develop the ability to address complex ideas, and allow the transfer of learning to new contexts. Students in the Middle Years Programme (MYP) work with key concepts and related concepts by developing that conceptual understanding.<\/p>\n\n\n\n The MYP works with a curricular framework focused on concepts, learning and teaching start from the exploration of broad and conceptual ideas, these ideas are developed from the planners of each unit and are defined in relation to the key and related concepts expressed in the inquiry statement. Teachers use the contents of their subjects to support the development of deep conceptual understandings that exist in real contexts. The key concept that fits the contents of the period or the units and in turn one or two related concepts are chosen to explore in more depth or detail. These concepts allow them to develop a clear and concise statement of inquiry, which allows them to explore contexts in more depth and abstraction throughout the unit or program. Through the inquiry statement, teachers describe the conceptual understanding of the unit and the context through which that idea is to be explored. It is important that this statement can be transferable with other units or with other subjects.<\/p>\n\n\n\n https:\/\/resources.ibo.org\/data\/m_0_mypxx_guu_1405_5_s.pdf<\/a><\/p>\n\n\n\n![\"\"](\"https:\/\/colegiocelta.com.mx\/wp-content\/uploads\/2021\/05\/middle-conceptos-1-1024x683.jpg\")
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