The instructional design presented in this article discusses a procedure for arranging and sequencing examples and nonexamples for concept teaching in the classroom. Concepts are divided into two types: definition and observation. A definition concept is one in which the critical attributes are determined by the definition, e.g., war. Observation…

Learning concepts implies certain attitudes and skills on the part of both teachers and student; means recalling specific perceptions, discovering relationships, and applying these structures to situations. Students who have learned to conceptualize have the ability and training to view their own lives in relations to their physical and cultural…

How secondary social studies teachers can teach concepts through the skills of categorizing and generalizing is discussed. (RM)

This paper describes the methods and techniques called Conceptual Analysis (CA), a rigorous procedure to generate (without involuntary omissions and repetitions) knowledge bases for the development of knowledge-based systems. An introduction is given of CA and how it can be used to produce knowledge bases. A discussion is presented on what is…

In this essay, research done on concept learning is discussed. The study analyzes concept learning as one form of learning, formulating guidelines for teaching concepts, and describes the abilities underlying the attainment of concepts. An analytical model is presented; various operations such as concrete concepts and identity concepts are…

Three preschoolers performed four sorts with stimulus cards--an untaught target sort and three directly taught alternating sorts considered to self-instruct the target performance. Accuracy increased first in the skill sorts and then in the untaught target sorts. All subjects generalized to new target sorts. Correct spontaneous self-instructions…

The purpose of this paper is to explore techniques for helping students to develop concepts and generalizations. The author presents three models (Taba, DeCecco, and Fenton) for concept development, and concludes with a discussion of the taxonomy approach, the single concept technique, and the paragraph technique. (KC)

Multilevel visual models can make teaching and learning theories more easily understood. The idea of graphic visualizationas developed in this model utilizes three stages of abstract concept formation dealing with concrete visualization, abstract visualization, and abstract generalization, which would provide the learner with an intuitive grasp of…

Using the Topic of electromagnets as an example, describes how science teachers can benefit from the work of Hilda Taba and her co-workers in the area of instructional design and in classroom techniques for developing concepts. (JR)

This study assessed the value of teaching young children the relevant attributes of a concept and the conceptual rule by which the attributes are organized. It was hypothesized that only if children had prior knowledge of both components could they follow instructions designed to teach a new concept. It was further hypothesized that children who…

Describes an experimental study which investigated the relative efficacy of two types of concept nonexamples in preventing overgeneralization errors among first grade students (n=67). Results indicated that the group which received both coordinate and ordinary concept nonexamples scored significantly higher than the group which received only…

Discusses various writings on behavioral objectives for teaching English and wonders why objectives such as concepts, generalizations, insights or understandings are omitted by today's behavioral objectivists. (RB)

Discussed are the nature of the development of conceptual relationships, and the structure of concepts. The topics are presented with regard to the importance of combining metaphors with two alternate approaches to learning, the first being rote learning and the other being inductive learning. The paper is intended to be a model of the concept of…

Subject matter concept attainment by adult Ss was studied by experimentally manipulating instructional instances which were either positive or negative, clear or obscure, or presented in large or small variety. Training and testing instances were composed of case studies communicated via prose description that had been analyzed for relevant and…