1. BY JEROME BRUNER
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2. Jerome S. Bruner, Jacqueline J. Goodnow, and
the late George A. Austin developed the idea of
concept attainment in their book A Study of
Thinking (1956).
Dr. Bruner, a psychologist and educator at the New
York University Law School, was a pioneer in the
Cognitive Revolution in Psychology as well as a
prime mover in the educational reform movement
in the 1960s
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2012-13

3. He uses a multidisciplinary approach,
combining anthropology, psychology, linguistics,
and literary theory, to explore how enculturation affects
the formation of institutions – particularly education
and more recently law.
Bruner’s primary contribution to education fall within
the arena of the information processing models
– the models designed to help students acquire
and operate on data.
His primary advance in this area pertains to the
development and use of Concept Attainment in
curriculum development.
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2012-13

4. Concept Attainment, a close relative
to inductive thinking (Joyce and Weil
1967:15), focuses on the decision-
making and categorization
processes leading up to the creation
and understanding of a concept.
A concept is “the network of
inferences that are or may be set
into play by an act of categorization”
(Bruner, Goodnow, and Austin
1956:244).
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2012-13

5. The concept will be attained after minimum number
of encounters with relevant instances;
A concept will be attained with certainty, regardless
of the number of instances one must test en route to
attainment;
Minimize the amount of strain on guessing and
memorization while guaranteeing a concept will be
attained;
To minimize the number of wrong categorizations
prior to attaining a concept (Bruner et al 1956).
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2012-13

6. Concept Attainment is an indirect instructional strategy
that uses a structured inquiry process
to clarify ideas and to introduce aspects of content
well suited to classroom use because all thinking abilities
can be challenged throughout the activity.
Concept attainment involves not only the decision-
making processes involved with categorization but it also
incorporates a personalized historical experience of each
student or individual.
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7. The pattern of decisions leading to concept attainment
involve the following five general factors:
1) the definition of task;
2) the nature of the examples encountered;
3) the nature of validation procedures;
4) the consequences of specific categorizations; and
5) the nature of imposed restrictions.
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8. Steps of Concept Attainment:
•Select and define a concept
•Select the attributes
•Develop positive and negative examples
•Introduce the process to the students
•Present the examples and list the attributes
•Develop a concept definition
•Give additional examples
•Discuss the process with the class
•Evaluate
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2012-13

9. Advantages:
•helps makelearning between what students know and what
connections
they will be
•learn how to examine a concept from a number of perspectives
•learn how to sort out relevant information
•extends their knowledge of a concept by classifying more than
one example of that concept
•students go beyond merely associating a key term with a
definition
•concept is learned more thoroughly and retention is improved
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2012-13

10. DISADVANTAGE:
Miscommunications in concept
attainment could be a drawback to
the educational process
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11. 1. EDUCATIONAL TECHNOLOGY –MANGAL AND MANGAL
2. www.scrbd.com
3. Bruner, J.S., Goodnow, J.J. & Austin, G.A. (1956) A Study of
Thinking. Chapman & Hall, Limited. London.
4. lc.spsd.sk.ca/de/pd/instr/strats/cattain/index.html
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12. Thank You
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