شبكة المعلومات العربية التربوية

The purpose of the present study is to offer a new model in curriculum design for the development of learners' conceptual thinking and enduring understanding. The study attempted to answer three major research questions: (1) What are the theoretical foundations of the concept-based instruction (the suggested model)? (2) What are the steps required for designing conceptbased lessons and units? And (3) how can teachers transfer into the suggested model? To that end, the descriptive model and desk research approaches were employed for offering a solid theoretical background of the suggested model and answering the raised questions. This study concluded with a suggested instructional design model for developing learners' conceptual mind that meets the complexities of the present world. The core of the model addresses the cognitive processes that help learners generate knowledge and develop enduring understanding based on brain-based research. The model works on a mechanism that uses facts (at the bottom of the basic structure of knowledge) as a base for composing generalizations/principles on the topic at a higher level of the same structure through using a conceptual lens (strategy of teaching) for shaping enduring understanding; teaching beyond facts. The study also presented the basic elements of a conceptual lesson/ unit, and offered a guide for smooth transition into conceptual teaching supported with a model lesson from the Islamic studies subject. A package of recommendations was provided for curriculum designers, subject supervisors, and teachers for redesigning curriculum, and training teachers on the model; researchers be invited to validate the model or any of its instructional strategies on the development of learners' achievement and conceptual thinking. (Published Abstract)