Concept attainment strategy


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Concept attainment strategy

  2. 2. Jerome S. Bruner, Jacqueline J. Goodnow, andthe late George A. Austin developed the idea ofconcept attainment in their book A Study ofThinking (1956).Dr. Bruner, a psychologist and educator at the NewYork University Law School, was a pioneer in theCognitive Revolution in Psychology as well as aprime mover in the educational reform movementin the 1960s @VINCI VIVEKA AND EKTA RAI 2012-13
  3. 3. He uses a multidisciplinary approach,combining anthropology, psychology, linguistics,and literary theory, to explore how enculturation affects the formation of institutions – particularly education and more recently law. Bruner’s primary contribution to education fall withinthe arena of the information processing models– the models designed to help students acquireand operate on data.His primary advance in this area pertains to the development and use of Concept Attainment incurriculum development. @VINCI VIVEKA AND EKTA RAI 2012-13
  4. 4. Concept Attainment, a close relativeto inductive thinking (Joyce and Weil1967:15), focuses on the decision-making and categorizationprocesses leading up to the creationand understanding of a concept. A concept is “the network ofinferences that are or may be setinto play by an act of categorization”(Bruner, Goodnow, and Austin1956:244). @VINCI VIVEKA AND EKTA RAI 2012-13
  5. 5. The concept will be attained after minimum numberof encounters with relevant instances;A concept will be attained with certainty, regardlessof the number of instances one must test en route toattainment;Minimize the amount of strain on guessing andmemorization while guaranteeing a concept will beattained;To minimize the number of wrong categorizationsprior to attaining a concept (Bruner et al 1956). @VINCI VIVEKA AND EKTA RAI 2012-13
  6. 6. Concept Attainment is an indirect instructional strategy that uses a structured inquiry processto clarify ideas and to introduce aspects of content well suited to classroom use because all thinking abilities can be challenged throughout the activity. Concept attainment involves not only the decision- making processes involved with categorization but it also incorporates a personalized historical experience of each student or individual. @VINCI VIVEKA AND EKTA RAI 2012-13
  7. 7. The pattern of decisions leading to concept attainmentinvolve the following five general factors:1) the definition of task;2) the nature of the examples encountered;3) the nature of validation procedures;4) the consequences of specific categorizations; and5) the nature of imposed restrictions. @VINCI VIVEKA AND EKTA RAI 2012-13
  8. 8. Steps of Concept Attainment:•Select and define a concept•Select the attributes•Develop positive and negative examples•Introduce the process to the students•Present the examples and list the attributes•Develop a concept definition•Give additional examples•Discuss the process with the class•Evaluate @VINCI VIVEKA AND EKTA RAI 2012-13
  9. 9. Advantages:•helps makelearning between what students know and what connectionsthey will be•learn how to examine a concept from a number of perspectives•learn how to sort out relevant information•extends their knowledge of a concept by classifying more thanone example of that concept•students go beyond merely associating a key term with adefinition•concept is learned more thoroughly and retention is improved @VINCI VIVEKA AND EKTA RAI 2012-13
  10. 10. DISADVANTAGE: Miscommunications in concept attainment could be a drawback to the educational process @VINCI VIVEKA AND EKTA RAI 2012-13
  11. 11. 1. EDUCATIONAL TECHNOLOGY –MANGAL AND MANGAL2. www.scrbd.com3. Bruner, J.S., Goodnow, J.J. & Austin, G.A. (1956) A Study of Thinking. Chapman & Hall, Limited. London.4. @VINCI VIVEKA AND EKTA RAI 2012-13
  12. 12. Thank You @VINCI VIVEKA AND EKTA RAI 2012-13
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