Conceptual reasoning After identifying a concept, using fundamentals to reason through to an answer (e.g., using a graphical representation or an equation to think through how the variables related to one another) "…think about the mass flow rate and use that to say that the mass in and out is gonna be the same.
Researchers have identified several ways that conceptual reasoning aids in science and engineering problem solving, including conceptualization for finding the equations to mathematically solve the problem, checking and interpreting the result after the equation is solved, and the processes working through to the solution (Kuo et al. 2013).
In contrast to a rationalism that stresses conceptual reasoning at the expense of experience, phenomenology insists on the intuitive foundation and verification of concepts and especially of all a priori claims; in this sense it is a philosophy from "below," not from "above".
Instructors can prompt this practice by asking students questions which require conceptual reasoning.
Second, classroom activities should provide students with opportunities to practice conceptual reasoning on a regular basis.
As an example a conceptual reasoning of a separation system is given.
Examples are given to demonstrate the principles of conceptual reasoning of separation systems.
The biology instructor might push students towards conceptual reasoning with delivery of ARS questions, and the engineering instructor might modify his GIW with more emphasis on conceptual reasoning and metacognitive thinking.
In addition, conceptual reasoning and quantitative reasoning are intertwined in disciplinary practice and should be cultivated in tandem.
Active learning tools can cultivate disciplinary thinking and sense-making processes that include conceptual reasoning, quantitative reasoning, and metacognitive thinking.
Such conceptual reasoning is more challenging and beneficial than mechanical application of mathematical formulas (Hestenes et al. 1992).
