Abstract Conceptual understanding is an important topic in scientific education research. The confusion appeared in definition of conceptual understanding will make it difficult for teachers to effectively guide and promote understanding in teaching. Generative learning theory is a progressive theory that explains student learning based on information processing theory. From this perspective,it analyzes how conceptual understanding generated and how differences in conceptual understanding made,providing a scientific basis for promoting concept understanding in chemistry teaching.
LU Shan-Shan, GUO Peng. Conceptual Understanding from the Perspective of Generative Learning Theory[J]. Chinese Journal of Chemical Education, 2025, 46(7): 9-14.
