Abstract
The text introduces concept development and emphasizes the role of concepts within students'' thinking and learning at school. Based on both experiences from practice and research results it further shows various procedures which teachers can use to support the whole learning situation and encourage students'' broader and more context-based thinking about different scientific fields.
The text then suggests possible assessment approaches which teachers can apply to understand their students'' conceptual frameworks and follow their process of learning. It finally mentions risks of conceptual learning and conceptual deficits which prevent from efficient internalization of concepts and their further use, independent on school learning.
The text primarily offers suggestions for teachers and their teaching methods.