Conceptual understanding enables learners to be aware and critical of their own knowledge and understanding. it allows to apply skills, knowledge, and understandings to new or different contexts in generative, autonomous, dynamic ways.

Conceptual understanding supports IB mission because it enables learners to: Conceive of multiple solutions to a problem, imagine multiple perspectives on issues, and understand more deeply how ideas change in different contexts.

This model encourages critical thinking, helps students differentiate between similar concepts, and enhances vocabulary development.

1- Representation: Using multiple modes to represent ideas that apply across various problems, contexts or situations.

2- Classification: Connecting physical objects or phenomena to a conceptual category.

3- Generalization: Connecting and moving from facts, to concepts, to generalizations.

4- Concepts- in- use: Concepts are explicitly modelled and linked together. They are learned and assessed within conceptual models, then applied in different contexts.

5- Internalization: Transforming an individual physical or material activity into other mental and conceptual forms of that same external activity to acquire new understandings.

6- Near- and - far transfer: The application of concepts across different aspects of a knowledge domain (near) or across other knowledge domains (far) to develop skills and understandings across physical and social contexts.

Additionally, using hands-on activities and discussions encouraged critical thinking and active participation.