Concept Attainment Model is given by Jerome Bruner.
This model requires a student to figure out the attributes of a category
that is already formed in another person’s mind by comparing and contrasting
example (called exemplars) that contain the characteristics (called attributes)
of the concepts with examples that do not contain those attributes.
Examplars:
Essentially
the examplars are a subset of a collection of data or a data sets. The category
is the subset or collection of examples that share one or more characteristics
that are missing in the others. It is by comparing the positive examplars and
contrasting them with the negative ones that the concept or category is
learned.
In the present study CAM is used as a tool to help the
students to attain the concepts of English Grammar.
COMPONENTS OF
CONCEPT ATTAINMENT MODEL
(a) Syntax
In
Concept Attainment Model phase one involves presenting data to the learner.
Each unit of data is a separate example or non-example of the concept. The
units are presented in pairs. The data may be events, people, objects, stories,
pictures or any other discriminable units.
In
phase two, the students test their attainment of the concept, first by
correctly identifying additional unlabeled examples of the concept and then by
generating their own examples.
In
phase three, students begin to analyze the strategies by which they attain
concepts.
Diagram 1
Syntax of the
Concept Attainment Model
Table: 1
Phases of
Concept Attainment Model
Phase
|
Outline
|
Activity
|
Phase
One
|
Presentation of Data and
Identification of Concept
|
1.Teacher present labeled examples.
2.Students compare attributes in
positive and negative example.
3.Students generate and test
hypotheses.
4.Students state a definition
according to the essential attributes.
|
Phase Two
|
Testing
Attainment of the Concept
|
1.
Students identify additional unlabeled examples as
yes or no.
2.
Teacher confirms hypotheses, names concepts and
re-states definitions according to essential attributes.
3.
Students generate examples.
|
Phase
Three
|
Analysis
of Thinking Strategies
|
1.
Students describe thoughts.
2.
Students discuss role of hypotheses and
attributes.
3.
Students discuss type and number of hypotheses.
|
(b)Social System
Prior to teaching with the Concept Attainment
Model, the teacher chooses the concept, selects and organizes the material into
positive and negative examples and sequences the example. The three major
functions of the teacher during concept attainment activity are to record,
prompt (cue) and present additional data.
(c)Principle of
Reaction
During
the flow of the lesson, the teacher needs to be supportive of the students’
hypotheses. In the later phase of the model, the teacher turn the students’
attention towards analysis of their concepts and their thinking strategies,
again being very supportive.
(d)Support System
Concept
Attainment lessons require that positive and negative examplars be presented to
the students. The data sources are known beforehand and the attributes visible.
When students are presented with an example, they describe its characteristics
(attributes), which can then be recorded.
(e)Instructional and
Nurturant Effects
Concept
Attainment Model is designed for instruction on specific concepts and on the
nature of concepts. With abstract concepts, the strategies nurture an awareness
of alternative perspectives, a sensitivity to logical reasoning in
communication and a tolerance of ambiguity. The instructional and nurturant
effects of Concept Attainment Model are depicted in the following figure.
Diagram 2
Instructional and
Nurturant Effects of CAM
Diagram 3
A Diagrammatic
Representation of Strategies of CAM
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