Home > HCAS > HCAS_PUBS > HCAS_JOURNALS > TQR Home > TQR > Vol. 21 > No. 3 (2016)
The term conceptual understanding was analyzed to determine how educators can help students attain understanding in a concept based curriculum. The investigator sought to establish what salient dimensions and conditions supported conceptual understanding. A dimensional analysis of the term conceptual understanding was employed through a review of the literature in mathematics, science, psychology, and nursing education. The salient dimensions of conceptual understanding were identified as: factual and procedural knowledge, connections, transfer, and metacognition. The supporting properties included: meaningful learning activities, memorization, and misconceptions. The results substantiate conceptual understanding as a process. When this process is utilized by nurse educators, students may better connect and organize knowledge aiding in the knowledge transfer that occurs between theory and practice.
Dimensional Analysis, Education, Conceptual Understanding
The author wishes to acknowledge the wisdom and guidance of Dr. Barbara Patterson, PhD, RN and Dr. Jean Klein, PhD, RN.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
Recommended APA Citation
Mills, S. (2016). Conceptual Understanding: A Concept Analysis. The Qualitative Report, 21(3), 546-557. https://doi.org/10.46743/2160-3715/2016.2308
Curriculum and Instruction Commons, Educational Methods Commons, Other Nursing Commons, Scholarship of Teaching and Learning Commons