this slide provides basic concepts of concept with suitable examples, types and teaching steps as well.

1. Unit Four
Concept learning
Shantiram Dahal

2. Concept
• A mental grouping of similar things, events and people.
– s'g} a:t', 36gf jf dflg;sf] af/]df pgLx?df /x]sf ;dfg ljif]ztfsf] cfwf/df JolQmn] agfPsf]
dfgl;s ?kdf lgdf{0f u/]sf] ;f]r ljrf/ g} cjwf/0ff xf] .
• They are used to remember and understand what things are,
what they mean and what categories they belong to.
– a:t'x?s] x'g, s'g ju{df kb{5g elg a'emg / ;Demg oLlgx?sf] k|of]u ul/G5 .
• For example if I ask about elephant, what form in your mind?
About car?
• Concepts are mental representation
– dfgl;s ?kdf lgdf{0f x'g] k|ltljDj g} cjwf/0ff x'g .

3. Definitions
• Concept is a group of objects or events having
common property or basic similarities
• Garrett
• A concept is a way to classify the world in our
mind. Terms like 'dog,' 'home,' or 'fruit' can mean
many things.
• Concept is a tool of knowing, understanding and
thinking

4. Disjunctive Concept (Or concept)
• a concept that is based on possession of any one of a set
of attributes. For example, the concept people with
black hair or brown hair is a disjunctive concept.
•
c;+of]hgfTds अवधारणा
• एक अवधारणा जुन ववशेषताहरूको एक ;d'x मध्ये कु नै
एक स्वाममत्वमा आधाररत छ। उदाहरणका लागि, कालो
बाली वा खैरो कपाल वाला व्यक्तत एक अवधारणात्मक
अवधारणा हो।

5. Conjunctive Concept (And concept)
• a concept that is defined by a set of attributes, every
member of which must be present for the concept to
apply.
• For example, the concept brother requires the joint
presence of the attributes (a) male and (b) sibling,
• एक अवधारणा जो ववशेषताहरु को एक सेट द्वारा
पररभावषत िररएको छ, जसको प्रत्येक सदस्य
अवधारणा को लािी अवधारणा को लागि मौजूद हुनु
पछछ।
• उदाहरणको लागि, अवधारणा भाइले ववशेषताहरू (a)
पुरुष र (b) भाइबहहनीको संयुतत उपक्स्ितत चाहह्छ,

7. Relational Concept
• There is a special relationship between two or more
objects and one can present with the other
• Example
• Black and white
• Tall and short
• Good and bad
• Teacher and student

8. Steps of concept formation
• Determining objectives- p4]Zo lgwf{/0f_
• Analyze the concept in terms of attributes and value-
ljif]ztf/ dxTjsfcfwf/dfljZn]if0fug]{_
• Provide useful verbal mediators- zflJbsdWo:ytf_
• Provide positive and negative examples- ;sf/fTds/ gsf/fTds
pbfx/0fk|:t'tug]{
• Present examples simultaneously- ;+u;u}pbfx/0fk|:t'tug]{_
• Provide opportunity to response and reinforcement-
l;sf?nfO{k|ltlqmof/k'gj{nsf]cj;/ k|bfgug]{_
• Evaluate the learning of concept- pknJwLsf]d"Nofªsgug]{_

9. Promoting concept formation
• Learning features of the concept
• Define and provide examples
• Hierarchical categorization and concept map
• Hypothesis testing
• Prototype matching