High Order of Conceptual Thinking

Abstract

This chapter describe a novel pedagogy for conceptual thinking and peer cooperation with meaning equivalence reusable learning objects (MERLO) that enhances higher-order thinking; it deepens comprehension of conceptual content and improves learning outcomes. The evolution of this instructional methodology follows insights from recent developments: analysis of patterns of evolving concepts in human experience that led to the emergence of concept science, development of digital information, research in neuroscience and brain imaging showing that exposure of learners to multi-semiotic problems enhance cognitive control of inter-hemispheric attentional processing in the lateral brain, and increase higher-order thinking. The research on peer cooperation and indirect reciprocity document the motivational effect of being observed, a psychological imperative that motivates individuals to cooperate and to contribute to better common knowledge. Teaching courses in History and Theory of Architecture to young architecture students with pedagogy for conceptual thinking enhance higher-order thinking, deepen comprehension of conceptual content, and improve learning outcomes; it allows one to connect analysis of historic artifact, identify pattern of design ideas extracted from the precedent, and transfer concepts of good design into the individual's creative design process.