1 / 10

Concept Attainment

Research on Concept Attainment, Concept Formation, and Visual Learning By Emily, Yvonne, Roberta, and Diana. Concept Attainment.

tracey
Télécharger la présentation

Concept Attainment

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Research on Concept Attainment, Concept Formation, and Visual LearningBy Emily, Yvonne, Roberta, and Diana Face to Face presentation

  2. Concept Attainment • According to Joyce and Weil (2000), concept attainment is the “search for and listing of attributes that can be used to distinguish exemplars from non exemplars of various categories.” • Joyce, Weil, & Showers (1992) reports that after students learn a category for its characteristics, naming the category and using the category in other contexts are easier tasks. Face to Face presentation

  3. Concept Attainment • According to Mike Nelson and Alex C. Pan of University of Wisconsin-Whitewater “The concept attainment model helps students learn to determine the characteristics of a category using reasoning skills” Face to Face presentation

  4. Concept Attainment • Joyce, Weil, & Showers (1992) suggest that students use two distinctly different strategies to attain concepts. Partistic learners focus on just certain attributes of the provided data. Holistic learners use strategies to keep most of the provided data in mind. Face to Face presentation

  5. Concept Attainment • The students had the opportunity to view the images in two ways. They viewed a set of examples then a set of non-examples to create a situation for partistic thinking. They also viewed a set that had alternating examples and non- examples for holistic thinking. We asked students to document their preference for how these sets of images are displayed. Face to Face presentation

  6. Concept Attainment • Carlson and Johnson, (1992) stated that the concept attainment model uses a variety of intellectual processes, including inductive and conceptual thinking in order to categorize ideas. Face to Face presentation

  7. Concept Formation • According to Joyce and Weil (2000), concept formation is “ the basis of the inductive model described inn the previous chapter, requires the students to decide the basis on which they will build categories. • There is no research regarding concept formation in elementary school. All the research we could obtain regarded Higher education and high school. Face to Face presentation

  8. Powerpoint as a Tool • Powerpoint as a Tool • There is very little research regarding powerpoint as a presentation tool for elementary students. • Powerpoint does create simulation through Visual cues, movement, and sound • Visual cues consist of pictures, art, video, organization charts, etc • Movement occurs in video and animation • Sound is a narrative, music and transitions Face to Face presentation

  9. Powerpoint as a Tool • Focus on Multiple Intelligence Aprroaph • Spacial • Good visual memory; the ability to recognize a shape when it appears in a new context, and to modify a visual image mentally. • Linguistic • The ability to use language to express spoken and written meaning, to read and write. • Musical • Pitch or melody, rhythm, and timbre or quality of tone. Face to Face presentation

  10. References Face to Face presentation

More Related