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Concept attainment model
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- 2. Concept Attainment Model •Designed to help students learn concepts for organising information and to help students become more effective at learning concepts. • Based on the assertion that human beings have the inherent capacity to discriminate and categorize things into group.
- 3. • Concept – Conceptis a mental representation or mental picture of some objects or experience. – Represents a category of objects which share common properties. – “A concept is simply a label of a set of things that something in common.” - Archer (1969)
- 4. • Elements ofa concept 1. Name : it is the term or label given to a concept 2. Attributes : features or characteristics of objects – Essential Attributes: common features of the concepts • Should be present in all the examples • Removal of this will change the concept
- 5. • Non- essentialattributes – Attributes which are not essential for a concept – Removal of this will not change the concept. • Example • Concept : Triangle • Essential attribute – Closed geometrical figures, three sides, three angles • Non- essential attribute – Length of the sides, measures of angles, colour
- 6. 3. Examples – Positiveexamples – Negative examples
- 7. Concept Attainment Model •Name of the concept • Definition of the concept • Essential attributes • Non-essential attributes • Positive examples • Negative examples
- 8. • Focus – Tohelp students learn concepts for organising information and to help students become more effective at learning concepts.
- 9. • Syntax – PhaseI: Presentation of Data and Identification of concept – Phase II: Testing Attainment of the concept – Phase III: Analysis of Thinking strategies
- 10. Phase I: Presentation ofData and Identification of concept • Introduction • Presentation of examples – Teacher presents labelled examples • Comparison of attributes – Students compare attributes in positive and negative examples
- 11. • Generating andtesting hypothesis – Students generate and test hypotheses • Naming the concept – Students state a definition according to the essential attributes
- 12. Phase II: Testing Attainmentof the concept • Teacher tests the concepts attained by the students using the following techniques – Students identify additional unlabelled examples as ‘yes’ or ‘no’ – Teacher restate definitions according to the essential attributes – Students generate own examples
- 13. Phase III: Analysis ofThinking strategies • Students describe thoughts. • Students discuss role of hypotheses and attributes. • Students discuss type and number of hypotheses. • Evaluating the strategies.
- 14. • Social System –Moderate structure – Students interaction is encouraged – Freedom to students for generating hypothesis • Principle of Reaction – Teacher act as a supporter and motivate students in designing the hypothesis formulation. – Students discuss and evaluate their thinking strategies with proper assistance of the teacher
- 15. • Support System –Creative learning environment for attaining concepts and active participation. – Appropriate examples , non examples and organised materials
- 16. • Instructional Effect –Students learn clear idea about the concept – They get practice in inductive reasoning – Get opportunities to improve concept building strategies
- 17. • Nurturant Effect –Sensitivity to logical reasoning in communication – Tolerance – Awareness of alternative perspectives
- 18. Advantages • It developsthe reasoning power of the students. • It helps in developing the power of imagination • Helps in analyzing things systematically • Helps students to examine a concept from a number of perspectives. • Helps to learn how to sort out relevant information.