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Concept attainment strategy

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Concept attainment strategy

  1. 1. BY JEROME BRUNER @VINCI VIVEKA AND EKTA RAI 2012-13
  2. 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 @VINCI VIVEKA AND EKTA RAI 2012-13
  3. 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. @VINCI VIVEKA AND EKTA RAI 2012-13
  4. 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). @VINCI VIVEKA AND EKTA RAI 2012-13
  5. 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). @VINCI VIVEKA AND EKTA RAI 2012-13
  6. 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. @VINCI VIVEKA AND EKTA RAI 2012-13
  7. 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. @VINCI VIVEKA AND EKTA RAI 2012-13
  8. 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 @VINCI VIVEKA AND EKTA RAI 2012-13
  9. 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 @VINCI VIVEKA AND EKTA RAI 2012-13
  10. 10. DISADVANTAGE: Miscommunications in concept attainment could be a drawback to the educational process @VINCI VIVEKA AND EKTA RAI 2012-13
  11. 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 @VINCI VIVEKA AND EKTA RAI 2012-13
  12. 12. Thank You @VINCI VIVEKA AND EKTA RAI 2012-13

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