Transcript
noun plural noun: concepts an abstract idea. "structuralism is a difficult concept“ Meaning: Idea Abstract Conceptualization
a plan or intention. an idea or invention to help sell or publicize a commodity (Product or service or act).
A concept is an abstraction or generalization from experience or the result of a transformation of existing concepts.
Concepts are treated in many if not most disciplines both explicitly, such as in psychology philosophy etc., and implicitly, such as in mathematics, physics
A concept is a set of specific objects, symbols, or events which are grouped together on the basis of shared characteristics and which can be referenced by a particular name or symbol.
(Merrill & Tennyson, 1977)
Can you think of examples of concepts?
Not a Concept. Concept learning must be distinguished from learning by reciting something from memory (recall) or discriminating between two things that differ (discrimination).
However, these issues are closely related, since memory recall of facts could be considered a "trivial" conceptual process.
1. Concrete or Perceptual Concepts2. Abstract Concepts3. Defined (or Relational) and
Associated Concepts4. Complex Concepts.
ConcreteEnables individual to register information directly through five senses Sight, smell, touch, taste, and hearing
Focus is on “here and now”“It is what it is”
Not looking for hidden meanings Not making relationships between ideas and concepts
AbstractAllows individuals to:
Visualize Conceive Ideas Understand or believe that which cannot be seen
Intuition, imagination, looking beyond what is actual
“It is not always what it seems.”
Concrete Concepts are known by their physical characteristics which can be determined by using your five senses.Examples: Rhombus, Triangle, Green, House
Abstract Concepts are defined using their attributes and are understood based on a definition.Examples: Profit, Haiku, Igneous, Impressionism
1 indicating or expressing syntactic relation, as for example the case endings in Latin
2 having relation or being related
make connections between conceptsmake connections between concepts Ex. Decreasing, negatively associated, Ex. Decreasing, negatively associated, greater thangreater than
From a behaviorist stance: Relational concept learning makes use of more abstract properties of the stimuli. (Zentall et al, 2002).
From a behaviorist stance: In associative concept learning, the stimuli within classes bear no obvious physical similarity to one another, but rather cohere because of shared functional properties. (Zentall et al, 2002).
Gagés labels these as defined concepts, since abstract features are needed to identify (classify) such concepts. An example would be an "assigment" (in a pogramming language", a "political regime", oxidatation (in chemistry).
Constructs such as a schema and a script are examples of complex concepts. A schema is an organization of smaller concepts (or features) and is revised by situational information to assist in comprehension.
A script on the other hand is a list of actions that a person follows in order to complete a desired goal. An example of a script would be the process of buying a CD. There are several actions that must occur before the actual act of purchasing the CD and a script provides a sequence of the necessary actions and proper order of these actions in order to be successful in purchasing the CD.
, process by which a person learns to sort specific experiences into general rules or classes. With regard to action, a person picks up a particular stone or drives a specific car. With regard to thought, however, a person appears to deal with classes. For instance, one knows that stones (in general) sink and automobiles (as a class) are powered by engines. In other words, these things are considered in a general sense beyond any particular stone or automobile. Awareness of such classes can help guide behaviour in new situations. Thus two people in a bakery may never have met before, but, if one can be classified as customer and the other as clerk, they tend to behave appropriately. Similarly, many people are able to drive almost any automobile by knowing how to drive a specific automobile.
Students: Practice categorization
Listing, grouping, labeling, synthesizing
Articulate thoughts Compare ideas with other students
Concrete Objects Complex Ideas
• Teachers: Guide and facilitate learning Provide opportunity for students to link main concepts
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