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Do you agree or disagree that learning through concepts is better than learning through facts v.2

that learning through concepts is better than learning through facts v. 2
I neither concur nor refute that learning concepts and idea is better than learning facts. In my perception both concepts and facts are necessary to better understand the subject. So we can’t emphasize on only one part; rather we can determine the sequence of learning idea and facts. In my view it’s important to learn concepts first and then facts. The reason behind my opinion is that if idea is clear to the student then only he can apply that knowledge to judge the facts. For example in mathematics or physics it is important to understand theorems and laws initially and then the accuracy of the concept can be judged by facts. It may be that student can challenge the facts if he is very well expert in understanding the concepts. In this way student will actively learn the subject rather than passively accepting the facts. The process of not learning facts earlier than understanding concepts will encourage critical thinking in the students. If pupils will only learn facts first, it would be difficult for them to understand how those facts and figure were derived. So concepts are the base of understanding facts. If a student passively accepts the facts from educators it will discourage their curiosity and nature of asking ‘why? ’ This will hinder their thinking process. On the other hand if students learn only the perceptions and don’t check it with facts, then also their learning is incomplete. For example according to Newton’s third law each reaction has got equal and opposite reaction. This is a concept and when we check with the fact that if I hit a ball it will bounce back to me with the same speed and force; the understanding of the theory becomes very easy. In conclusion perception and evidences are complementary to each other. Asking which one is better is not a good practice. Definitely we can decide on the sequence of teaching of either. In my view learning concepts and checking the authenticity of the same with facts creates active and critical thinking which helps on the better understanding of the subject.
I neither concur nor refute that
You use this word too often, consider replacing it with
learning
You use this word too often, consider replacing it with
concepts
and
This phrase/word (depending on the context) can be potentially replaced with :
idea
is
You use this word too often, consider replacing it with
better
than
You use this word too often, consider replacing it with
learning
facts. In my perception both
You use this word too often, consider replacing it with
concepts
and facts are necessary to
You use this word too often, consider replacing it with
better
understand the subject.
This phrase/word is too simple and can be replaced with:
So
we can’t emphasize on
You use this word too often, consider replacing it with
only
one part;
rather
we can determine the sequence of
You use this word too often, consider replacing it with
learning
This phrase/word (depending on the context) can be potentially replaced with :
idea
and facts.

In my view it’s
This phrase/word is too simple and can be replaced with:
important
to
You use this word too often, consider replacing it with
learn
You use this word too often, consider replacing it with
concepts
first
and then facts. The reason behind my opinion is that if
This phrase/word (depending on the context) can be potentially replaced with :
idea
is
This phrase/word (depending on the context) can be potentially replaced with :
clear
to the
You use this word too often, consider replacing it with
student
then
You use this word too often, consider replacing it with
only
he can apply that knowledge to judge the facts.
For example
in mathematics or physics it is
This phrase/word is too simple and can be replaced with:
important
to understand theorems and laws
initially
and then the accuracy of the
You use this word too often, consider replacing it with
concept
can
be judged
by facts. It may be that
You use this word too often, consider replacing it with
student
can challenge the facts if he is
This phrase/word is too simple and can be replaced with:
very
well expert in
You use this word too often, consider replacing it with
understanding
the
You use this word too often, consider replacing it with
concepts
. In this way
You use this word too often, consider replacing it with
student
will
actively
You use this word too often, consider replacing it with
learn
the subject
rather
than
passively
accepting the facts.

The process of not
You use this word too often, consider replacing it with
learning
facts earlier than
You use this word too often, consider replacing it with
understanding
You use this word too often, consider replacing it with
concepts
will encourage critical thinking in the
You use this word too often, consider replacing it with
students
. If pupils will
You use this word too often, consider replacing it with
only
You use this word too often, consider replacing it with
learn
facts
first
, it would be difficult for them to understand how those facts and figure
were derived
.
This phrase/word is too simple and can be replaced with:
So
You use this word too often, consider replacing it with
concepts
are the base of
You use this word too often, consider replacing it with
understanding
facts. If a
You use this word too often, consider replacing it with
student
passively
accepts the facts from educators it will discourage their curiosity and nature of asking ‘why? ’ This will hinder their thinking process.

On the other hand
if
You use this word too often, consider replacing it with
students
You use this word too often, consider replacing it with
learn
You use this word too often, consider replacing it with
only
the perceptions and don’t
This phrase/word (depending on the context) can be potentially replaced with :
check
it with facts, then
also
their
You use this word too often, consider replacing it with
learning
is incomplete.
For example
according to Newton’s third law each reaction has
This phrase/word (depending on the context) can be potentially replaced with :
got
equal and opposite reaction. This is a
You use this word too often, consider replacing it with
concept
and when we
This phrase/word (depending on the context) can be potentially replaced with :
check
with the
You use this word too often, consider replacing it with
fact
that if I hit a ball it will bounce back to me with the same speed and force; the
You use this word too often, consider replacing it with
understanding
of the theory becomes
This phrase/word is too simple and can be replaced with:
very
easy.

In conclusion
perception and evidences are complementary to each other. Asking which one is
You use this word too often, consider replacing it with
better
is not a
This phrase/word (depending on the context) can be potentially replaced with :
good
practice. Definitely we can decide on the sequence of teaching of either. In my view
You use this word too often, consider replacing it with
learning
You use this word too often, consider replacing it with
concepts
and checking the authenticity of the same with facts creates active and critical thinking which
This phrase/word (depending on the context) can be potentially replaced with :
helps
on the
You use this word too often, consider replacing it with
better
You use this word too often, consider replacing it with
understanding
of the subject.
9Linking words, meeting the goal of 7 or more
39Repeated words, meeting the goal of 3 or fewer
0Mistakes

IELTS essay that learning through concepts is better than learning through facts v. 2

Essay
  American English
5 paragraphs
352 words
6.5
Overall Band Score
Coherence and Cohesion: 6.5
  • Structure your answers in logical paragraphs
  • ?
    One main idea per paragraph
  • Include an introduction and conclusion
  • Support main points with an explanation and then an example
  • Use cohesive linking words accurately and appropriately
  • Vary your linking phrases using synonyms
Lexical Resource: 5.5
  • Try to vary your vocabulary using accurate synonyms
  • Use less common question specific words that accurately convey meaning
  • Check your work for spelling and word formation mistakes
Grammatical Range: 6.5
  • Use a variety of complex and simple sentences
  • Check your writing for errors
Task Achievement: 7.0
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
  • Support ideas with relevant, specific examples
Labels Descriptions
  • ?
    Currently is not available
  • Meet the criteria
  • Doesn't meet the criteria
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