This document discusses concepts and concept learning. It defines a concept as an abstract idea or plan. Concepts can be concrete, involving the five senses, or abstract, understood through their attributes rather than physical characteristics. Complex concepts involve organizing smaller concepts. Concept learning involves categorizing experiences into general rules or classes. Teachers can facilitate concept learning by guiding students to link concepts from concrete to complex and allowing them to articulate, compare, and synthesize ideas.

1. Mrs. Samia Dogar
Associate Prof
Federal College Of Education H-9 Islamabad

2.  noun
 plural noun: concepts
 an abstract idea.
 "structuralism is a difficult concept“
 Meaning: Idea Abstract Conceptualization
a plan or intention.
 an idea or invention to help sell or publicize
a commodity (Product or service or act).

3.  A concept is an abstraction or generalization
from experience or the result of a
transformation of existing concepts.
 Concepts are treated in many if not most
disciplines both explicitly, such as
in psychology philosophy etc., and implicitly,
such as in mathematics, physics

4.  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.
 (Merrill & Tennyson, 1977)
 Can you think of examples of concepts?

5.  Not a Concept.
 Concept learning must be distinguished from
learning by reciting something from memory
(recall) or discriminating between two things
that differ (discrimination).
 However, these issues are closely related,
since memory recall of facts could be
considered a "trivial" conceptual process.

6. 1. Concrete or Perceptual Concepts
2. Abstract Concepts
3. Defined (or Relational) and Associated
Concepts
4. Complex Concepts.

7.  Concrete
 Enables individual to register information
directly through five senses
 Sight, smell, touch, taste, and hearing
 Focus is on “here and now”
 “It is what it is”
 Not looking for hidden meanings
 Not making relationships between ideas and concepts

8.  Abstract
 Allows individuals to:
 Visualize
 Conceive Ideas
 Understand or believe that which cannot be seen
 Intuition, imagination, looking beyond what is
actual
 “It is not always what it seems.”

9. Concrete Concepts are known by their physical
characteristics which can be determined by using your
five senses.
Examples: Rhombus, Triangle, Green, House
Abstract Concepts are defined using their attributes and are
understood based on a definition.
Examples: Profit, Haiku, Igneous, Impressionism

10. 
1 indicating or expressing syntactic
relation, as for example the case endings in
Latin
 2 having relation or being related
 make connections between conceptsmake connections between concepts
 Ex. Decreasing, negatively associated, greater thanEx. Decreasing, negatively associated, greater than


11.  From a behaviorist stance: Relational
concept learning makes use of more abstract
properties of the stimuli. (Zentall et al,
2002).
 From a behaviorist stance: In associative
concept learning, the stimuli within classes
bear no obvious physical similarity to one
another, but rather cohere because of shared
functional properties. (Zentall et al, 2002).

12.  Gagés labels these as defined concepts, since
abstract features are needed to identify
(classify) such concepts. An example would
be an "assigment" (in a pogramming
language", a "political regime", oxidatation
(in chemistry).

13.  Constructs such as a schema and a script are
examples of complex concepts. A schema is
an organization of smaller concepts (or
features) and is revised by situational
information to assist in comprehension.

14.  A script on the other hand is a list of actions
that a person follows in order to complete a
desired goal. An example of a script would
be the process of buying a CD. There are
several actions that must occur before the
actual act of purchasing the CD and a script
provides a sequence of the necessary actions
and proper order of these actions in order to
be successful in purchasing the CD.

15.  , process by which a person learns to sort specific
experiences into general rules or classes. With regard
to action, a person picks up a particular stone or
drives a specific car. With regard to thought,
however, a person appears to deal with classes. For
instance, one knows that stones (in general) sink and
automobiles (as a class) are powered by engines. In
other words, these things are considered in a general
sense beyond any particular stone or automobile.
Awareness of such classes can help guide behaviour in
new situations. Thus two people in a bakery may
never have met before, but, if one can be classified
as customer and the other as clerk, they tend to
behave appropriately. Similarly, many people are
able to drive almost any automobile by knowing how
to drive a specific automobile.

16.  Students:
 Practice categorization
Listing, grouping, labeling, synthesizing
 Articulate thoughts
 Compare ideas with other students
Concrete Objects    Complex
Ideas
• Teachers:
 Guide and facilitate learning
 Provide opportunity for students to link main
concepts

17.  Any Questions?