ABSTRACT
Facts and topics are the basis of the knowledge structure, but not until the next three higher levels of these knowledge bits are organized into purposeful networks that create functional connections among them. This has consequences for classroom learning. Some elements of the content are more directly shaped by the learning outcomes (based on the big ideas and enduring understandings). Other elements of the content are shaped by the assessment, including the practice opportunities needed to help students gain a deep understanding of the content and then measuring to what extent this was accomplished. Idea-based course design focuses on conceptual understanding, not factual knowledge. Conceptual understanding involves critical thinking, and critical thinking requires inquiry. That logic is easy to follow up to this point. Sometimes faculty define ambitious learning outcomes and assert the importance of critical thinking in their courses.
