1) A concept is an abstract idea or generalization formed by extracting common qualities from specific examples. 2) Behavior analysts define concepts as sets of stimuli that elicit a common response, with some stimuli eliciting the response without explicit teaching. 3) Misconceptions are unfounded beliefs or conceptual misunderstandings that do not match scientific understanding. They are common among students and can interfere with learning if not addressed.

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. The
concept reifies all of its actual or potential
instances whether these are things in the
real world or other ideas. 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. 4
 Behavior analysts, however, refer to concepts
 As sets of stimuli that occasion a common response and…
 Within a set of stimuli, some stimuli occasion the behavior without
the benefit of explicit teaching
 (other names for concepts are “stimulus classes” or
“categories”)
 What defines the “boundaries” of a concept (how large or small the
set is) is often determined by society, culture, schooling, etc.
 E.g., color categories across different cultures
What is a Concept?What is a Concept?

5.  , 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.

6.  Barrass wrote of "mistakes" or errors,
"misconceptions" or misleading ideas, and
"misunderstandings" or misinterpretations
of facts, saying that teachers and brighter
students can correct errors.
 Hancock defined a "misconception" as
"...any unfounded belief that does not
embody the element of fear, good luck,
faith, or supernatural intervention" .
Hancock considered misconceptions to
arise from faulty reasoning.

7.  Ideas expressed that do not have the status of
generalized understandings that are characteristic of
conceptual knowledge. (Ausubel, 1968)
 These are actually preconceived notion or a
conceptual misunderstanding. These are cases in
which something a person knows and believes does
not match what is known to be scientifically correct.
 Many people who hold misconceptions do not even
know that their ideas are false or incorrect. What is
especially worrisome about misconceptions is that
people continue to build knowledge on their current
understandings. Possessing misconceptions can have
serious impacts on an individual’sLearning

8.  Naive conceptions can be referred to as a
preconceived notion or a conceptual
misunderstanding.
 Research on students ‘conceptions has
proliferated in the last twenty years an
enhanced our understanding about the
preconceptions, misconceptions and
alternative conceptions that students bring
with them to the classroom.

9.  By now, it is well accepted that alternative
conceptions and misconceptions are common
among students and that these interfere with
subsequent learning and are resistant to
change. Overcoming misconception is crucial
to student learning. Therefore, a study of
student’ misconceptions in the subject of
Physics, conducted at secondary school level
has great significance.

10.  By now, it is well accepted that alternative
conceptions and misconceptions are common
among students and that these interfere with
subsequent learning and are resistant to
change. Overcoming misconception is crucial
to student learning. Therefore, a study of
student’ misconceptions in the subject of
Physics, conducted at secondary school level
has great significance.