This document discusses concept learning, which involves applying knowledge across different situations. Concepts have attributes like intrinsic properties and how they function. There are two main approaches to teaching concepts - inquiry and expository. The inquiry approach uses examples and non-examples to help learners discover concepts, while the expository approach presents the concept upfront. Strategies like concept maps, analogies and imagery can help learners acquire concepts. To help a learner who under-generalizes concepts, providing more examples may help them recognize how the concept applies more broadly.

1. STRATEGY
FOR
INSTRUCTION
Concept
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Learning

2. WHAT IS CONCEPT LEARNING?
 Concept Learning is defined as one of the intellectual
skills, which involves the ability to apply knowledge
across a variety of instances or circumstances.
 According to Merrill & Tennyson, (1977) a concept is
a set of specific objects, symbols, or events which are
grouped together on the basis of shared
characteristics and which can be referenced by a
particular name or symbol.
 Concrete and abstract are two different kinds of
concepts learning.
 Concrete concepts are identify by their physical
characteristics and abstract concepts fits a particular
definition. 2

3. CONCEPT LEARNING
 Concept have both a declarative knowledge
aspect and a procedural (intellectual skill)
knowledge, patter recognition aspect (Tessmer,
Wilson, & Driscoll, 1990).
 According to Klausmeir (1992), there are three
kinds of concept attributes: intrinsic, functional,
and relational. An intrinsic attribute of a concept
is an “invariant” property of an observable thing.
 A functional attribute relates to how something
works and what its use might be. Relational
attribute is a quality a concept may possess
define in terms of something else.
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4. CONCEPT LEARNING
 The most critical prior knowledge in learning a
concept is the knowledge of concepts that
comprise the criterial attributes of characteristics
of the concept.
4

5.  Gagne identified discrimination, concrete
concept, rule using and problem solving as four
levels within the intellectual skills domain as
his taxonomy.
Problem
Solving
Rule Using
Concrete concept
Discrimination 5

6. STRUCTURES IN CONCEPT LEARNING
 Learners who has acquired a concepts are able to
use that concept to classify previously
unencountered instances as members of that
concept class or not.
 Generalization and discrimination are two
cognitive process that is required in learning a
concept.
 When a learner is able to transfer a concept to
settings other than the setting in which they had
first encountered, it reveals that the learner has
fully acquired the concept.
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7. CONDITIONS OF LEARNING CONCEPTS
 The essential condition in a concept lesson or learning
environment are the features that promote
generalization and discrimination and reduce over-
and under generalization.
 Inquiry and expository approaches are two main
strategies for helping the learner to learn.
 An inquiry strategy is often referred to as an
exploratory strategy, it presents examples and
nonexamples of the concept and prompts the learners
to induce or discover the concept.
 An expository approach present the concept, its label,
and its criterial attributes earlier in the lesson
sequence than in inquiry approach. 7

8. INQUIRY CYCLE
Ask
Reflect Investigate
Discuss Create
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9. INQUIRY CYCLE
 Ask – prior questions leading to content mastery
 Investigate – authentic materials; multiple sources &
media
 Create – active, hands-on learning
 Discuss – collaboration, leaning through talk &
writing
 Reflect – making sense of the process at the end
 The inquiry approach is a constructivist approach,
which help develop problem -solving abilities.
 A lesson that is structured in an inquiry approach
may not inform the learners of the specific purpose of
the lesson at the beginning, but should be confirmed
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within the summary and closure of the lesson so
learners can clearly understand the purpose of the

10. LEARNING STRATEGIES
 Concept map, analogies, mnemonics, and
imagery are useful strategy that learners may
use in acquiring concepts during instructions.
 Question
 Concept learning can go wrong in two ways ,
learners can continue to over generalize. What
strategy could be used to help a child who under
generalize?
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11. REFERENCE:
 Dewey, John. How We Think (Boston: Heath, 1910;
London: Harrap, 1910); revised as How We Think,
a Restatement of the Relation of Reflective
Thinking to the Educative Process (Boston, New
York & London: Heath, 1933; London: Harrap,
1933).
 Gagné, R.M. and Briggs, L.J. (1974). Principles of
instructional design (2nd ed.). Holt, Rinehart, and
Winston.
 Smith, P. L. & Ragan, T. J. (2005). Instructional
Design (3rd ed.). Hoboken, NJ: John Wiley & Sons
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