Connecting Domains in Concept-Context Learning - A model to analyse education situations

Oct 15, 2026

Uploaded by OmBimo

The article introduces a three-domain model for concept-context learning that integrates context and concept education with existing approaches. It combines practical and abstract knowledge, recognizing the dual nature of products and linking concrete experiences to causal explanations. The three domains—social context, concrete product, and abstract knowledge—are used to analyze and improve training for primary school teachers in the Netherlands, highlighting the need for continuous movement between domains to support creativity and socially relevant solutions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Abstract

Introduction

Value of the concept-context learning

Context-based approaches and concept learning

Theoretical foundations

Connecting Domains in Concept-Context Learning: A model to analyse education situations Marja-Ilona Koski, Remke Klapwijk and Dr Marc de Vries, Delft University of Technology RESEARCH 50 Abstract The use of context-concept education alongside existing approaches is valuable. In this article we introduce a threedomain model for concept-context learning that supports both the design process as well as the idea of concept learning. The model shows how practical and abstract knowledge should be combined to improve contextconcept learning. The model acknowledges the dual nature of products and the need to relate practical, concrete experiences to causal explanations. It distinguishes three domains: the social context, the concrete product and the abstract knowledge domain. Here, the model is used to analyze, explain and suggest improvements for training primary school teachers in the Netherlands. The research data from the in-service teacher training show how continuous movement between the three domains is needed to develop creative, socially relevant solutions. The training would be better aimed towards the needs of the learner if the connection between the theory, concrete experiences with products and the social context is made more visible and inviting. Key words concept-context learning, knowledge categories, in-service teachers, primary education, three-domain model, design process Introduction Presenting science and technology concepts through themes that make sense to pupils because they are closely related to everyday-life, provides an educational approach that is more comprehensible towards real problems and concrete objects than an approach that aims at teaching atan abstract level right away. The social context that comes with this approach offers a problem-solving situation to which learners can easier relate than to a theoretical formula, and it fosters positive attitudes towards science (Bennett et al. , 2006) . However, it is not clear how abstract and practical knowledge should be combined so that both concept learning and the development of creativity are supported. Inspired by the research into context-concept based training of primary school teachers in the Netherlands in 2010 (Koski and De Vries, 2011),we introduce a model that helps to create a set of learning situations linking social context, concrete objects and abstract knowledge. Using these three domains, concept learning is enhanced without ignoring creativity and real-life problem-solving. The value of the model is demonstrated through examples from an in-service training of primary school teachers. Along with this, we show how the model should be applied, and in what situations, the aid that it provides, improves the learning and teaching experience. Value of the concept-context learning Science and technology as a topic in a school curriculum has many difficulties to overcome, but it has one advantage compared to the older subjects. Because of its unclear position, there are more possibilities of influencing the way it should be organized. But more importantly, because it does not have a fixed tradition, introducing a different approach is more likely to succeed than among established subjects like mathematics or history. Context-based approaches have become widely used over the past two decades in many countries, e.g. , Germany, the Netherlands and the USA (Pilot and Bulte, 2006; Bennett et al. , 2006) . The Dutch government wants to give more space to the context-concept learning and it has been implemented in the Dutch primary and secondary schools (Graft and Boersma, 2009; Eijkelhof and Krüger, 2009) . Because of this policy, in-service teacher training also introduces the approach to primary and secondary teachers. Concept-context learning deserves more attention in research and maybe through this it will become a well noticed part of education. When referring to concept learning, the intended meaning is the learni

FAQs

What problem does the three-domain model address in concept-context learning?

It clarifies how abstract knowledge and practical knowledge should be combined to support both concept learning and creativity, by linking social context, concrete products, and abstract knowledge.

Which three domains does the model distinguish?

The model distinguishes the social context, the concrete product domain, and the abstract knowledge domain.

How is the model used in teacher training for primary schools?

It is used to analyze, explain, and suggest improvements by showing that continuous movement between the three domains helps develop creative and socially relevant solutions and makes the connection between theory and experience more visible.

Oct 15, 2026

Uploaded by OmBimo