Bruner’s Concept Attainment Model.pdf

Bruner’s ConCept AttAinment
Model
DR. C. BEULAH JAYARANI
M.Sc., M.A, M.Ed, M.Phil (Edn), M.Phil (ZOO), NET, Ph.D
ASST. PROFESSOR,
LOYOLA COLLEGE OF EDUCATION, CHENNAI - 34

INTRODUCTION
• “Concept Attainment Model” by Jerome
Bruner.
• Based on the basic operational structures
inherent in how humans learn and come to
understand new concepts,
• Concept Attainment is An indirect
instruction strategy that uses a structured
inquiry process.
• the Concept Attainment Model is a
discussion-based process of classification
14-06-2022 Dr. C. Beulah Jayarani 2

CONTD.,
“Concept is the process which represents
the commonness in different things or
events.”
Concept as a class of stimuli which have
common characteristics.
Concept is the group of specific things,
symbols or events having similar
characteristics and can be denote by
specific name or symbols.

• The Concept Attainment Model is based
on the research efforts of Jerome
Bruner.
• This model is designed to lead students
to a concept by asking them to
compare and contrast examples that
contain the characteristics or
attributes of the concepts with
examples that do not contain these
attributes.
14-06-2022
Dr. C. Beulah Jayarani
4

i) Focus
ii) Syntax
iii)Principle of Reaction
iv) Social System
v) Support System
vi) Application
DesCriptions of Bruner’s ConCept
Attainment Model

1) Focus
This model facilitates the types of learning referred
to as conceptual learning, in contrast with the
rote learning of factual information or of
vocabulary.
In practice, the model works as an inductive model
designed to teach concepts through the use of
examples.
Therefore, in addition to help the students in the
attainment of a particular concept, the model also
enables them to become aware of the process of
conceptualizing

2. Syntax
• Phase I: Presentation of idea and
identification of the concept
• Presenting examples with “Yes” or “No”
labels in a prearranged order by the
teacher.
• Comparing attributes in positive and
negative examples
• Generating and testing hypotheses
• Naming the concept
• Stating the rule or definitions of
concepts according to its essential
attributes
Phase II: Testing attainment of the
concept
• Correctly identifying additional
unlabeled examples of the concepts
as “Yes” or “No”
• Generating own examples
Phase III: Analysis of thinking strategies.
The following proforma is used by the
teacher to analyze the thinking strategy of
the students
• How did you reach the concept?
• Have you started with attributes or
hypothesis?

Contd.,
• If you had framed the final hypothesis, how
many hypotheses had been formulated?
• Have labelled examples or unlabeled
examples, or both helped you to reach the
concept?
• Did labelled Non-examples or unlabeled non-
examples take you to formulate the concept?
• Have you used some systematic thinking
process or reached the concept through hit
and trial?

3) Principle of Reaction
• Important principles of reaction for the responses and regard of
the students may be put as under:
• The teacher is to remain supportive of the students’ hypotheses,
emphasizing, however, that they are hypothetical in nature.
• He has to maintain record by keeping track of the hypotheses
(Concept) of the attributes as they are mentioned by the
students.
• He is to remain supportive for turning the students’ attention
towards analysis of their concepts and strategies.
• He is to encourage analysis of merits of various strategies
rather attempting to seek the one best strategy for all people in
all situations.

4. Social System
• It is helpful to be very structured. In most part of the teaching, the teacher has to
exercise control over the social system. He has to present examples in such a way that
the attributes are clear and that they are indeed both positive and negative examples
of the concept. However, ample freedom is given to the students for carrying out their
own thinking. They may formulate their own hypotheses and test these in the light of
the available date. In case the students fail to reject wrong hypotheses the teacher
prompts them to re-examine the data. He sometimes also persuades them to form new
hypothesis. The system, as a whole, provides smooth interaction between teacher and
students for a cooperative sharing of the teaching and learning.

5. Support System
• Teaching with Concept Attainment Model requires some additional
support in the following for:
• It requires material in the form of well thought examples marked
as positive and negative to be presented to the students for
concept attainment.
• As the students have to describe the characteristics (attributes)
of the examples (marked “Yes” or “No”), something like a
blackboard or tag board is required for recording these
responses. The formulated hypothesis can be evaluated in the
light of these characteristics available to the class in summarized
form.
• A flannel board may be used to present the various parts of the
evolved definition and explanation of a concept.

6. Application
• It proves an excellent way to teach
concepts through the use of examples.
• It certainly helps the students to acquire
concepts with which they are unfamiliar.
• It can be used to teach concepts related
with any discipline or area of the
curriculum.
• Its use should be confined in such a way
that he may persuade his students to
determine the concepts on the basis of
examples provided.

Merits of Concept Attainment Model
• It is helpful in developing the
power of imagination of the
students.
• It helps students to analyses
things systematically and
development of reasoning
power of the students.

Limitations of Concept Attainment Model
• The concept attainment model
ignores the ‘social interaction,’
matrix of the classroom situation.
• It decries expository teaching.

Applications of CAM in the classroom
situation
• This model can be used teaching of
language, grammar, science and
fundamentals of mathematics.
• This model is also an evaluation tool.
• The model can be used with students
of all grades.

Conclusion
• CAM has a great relevance for
teachers who intend to improve
the instructional system.
• This model guides teachers to go
to the depth of the content and
helps students to attain new
concepts.
• So the model has a great attribute
on teaching -learning process.

REFERENCE
TNTEU – Study Material
Ram Publications
Sri Krishna Publications
Kaviyamala Publications
Mangal, s.k., Mangal, U. (2011). Essentials of educational
technology. New Delhi: PHI learning private limited.
Google Images

Bruner’s Concept Attainment Model.pdf

Bruner’s Concept Attainment Model.pdf

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