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…

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…

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…

This paper demonstrates a method for constructing long variables using items that elicit partically correct responses across ages. Long variables may be defined by students at different ages (year levels) attempting common items within a test containing other items considered to be appropriate for each age or year level. A developmental model of…

Intended to introduce teachers to the concept approach in teaching social studies materials, the five chapters of this publication discuss (1) a definition of "concept" and the term's relationship to facts and generalizations, (2) the function of concepts in the social sciences, (3) how concepts develop, (4) how concepts are related to inquiry and…

This issue, part of an annual series prepared for Maryland educators, presents the problem solving aspect of learning behavior by reviewing some of the variables which affect how individuals confront intellectual problems. Selected studies and a bibliography which are helpful in developing instructional methods which take into account individual…

Discusses issues and problems concerning concept development among students in elementary social studies programs. Suggests good teaching uses analogies and metaphors to facilitate learning. Recommends illustrating key concepts through myths, fables, and parables. Argues that using stories that show how things work allows students to apply the…

While previous research has demonstrated a correspondence between measures of instructional content and psychological structure due to learning, this research report examines whether individual learner differences affect this correspondence. Individuals of the field independence psychological structure were expected to impose greater structure and…

The effects of observing a model and of providing a response rule on the learning, transfer, and retention of a dial-reading, numerical concept were studied in 144 third-graders. Different experimenters conducted the immediate learning procedures versus the measurements of retention. No extrinsic reinforcers were promised or dispensed. The…

The handbook, capsulizing much of the growing body of research and writing on conceptual approaches, is designed to provide assistance to elementary teachers in giving students a conceptual perspective for dealing with social studies content. The handbook is arranged in seven sections. After a brief discussion of the rationale for teaching…