Strategies For Concept Attainment Aplications is a the use of the concept attainment model determines the shape of particular learning activities. For instance, if the emphasis is on acquiring a new concept, the teacher will emphasize through his or her questions or comments the at-tributes in each example (particularly the positive examples) and the concept label. If the emphasis is on the inductive process, the teacher might want to provide fewer dues and reinforce students for participating and persevering. The particular content (concept) may be less important than participating in the inductive process; it may even be a concept the students already know .(as it was in tMner's original experiments). If the emphasis is on the analysis of thinking, a short sample concept attainment exercise might be developed so that more time can be spent on the analysis of thinking.
The concept attainment model may be used with children of all ages and grade levels. We have seen teachers use the model very successfully with kindergarten children, who love the challenge of the inductive activity. For young children the concept and examples must be relatively simple, and the lesson itself must be short and heavily teacher-directed. The typical curriculum for young children is filled with concrete concepts that readily lend them¬selves to concept attainment methodology. The analysis-of-thinking phase of the strategy (phase three) is not possible with very young children, though most upper elementary students will be responsive to this kind of reflective activity.
When the model is used in early childhood education, the materials for examples are often available and require little transformation for their use as examples. Classroom objects, Cuisinaire rods, pictures, and shapes can be found in almost any early childhood classroom. Although helping children work inductively can be an important goal in itself, the teacher should also have more specific goals in mind in using this model.
As with all models, we encourage teachers to take the essence of this model and incorporate its features into their natural teaching styles and forms. In the case of concept attainment, it is relatively easy (and intellectually powerful) to incorporate Brunees ideas about the nature of concepts into instructional presentations and assessment activities. We have seen our own students make these ideas a natural part of their concept teaching.
The concept attainment model is an excellent evaluation tool when teach The model can also be useful in opening up a new conceptual area by initiating a sequence of individual or group inquiries. For example, a unit exploring the concept of culture could begin with a series of concept attainment lessons followed by a simulation activity, in which students experience the problems that persons of one culture have when they are first introduced to members of a different culture. From this experience, students would be prepared to read about different cultures.
Thus, the concept attainment model can not only introduce extended series of inquiries into important areas, but it can also augment ongoing inductive study. Concept attainment lessons providing important concepts in social studies units concepts such as democracy, socialism, capitalism, and due process—can be interjected periodically into units that otherwise depend on student reading and reporting. If a concept is controversial, the teacher can present several interpretations of it, which the students can then debate. Debates are usually great motivators for further inquiry into any subject matter in question.
Let's look at one more scenario that Lori Kindrachuk created, this time to help her students develop information about settings when they are reading fic¬tion and also to think about how they can generate information about setting when they are writing.
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