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Concept attainment model: teaching specific concepts by comparing and contrasting positive and negative examples

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The concept attainment model, historically linked with Jerome S. Bruner and his associates, is "intended to teach specific concepts by comparing and contrasting examples that contain the concept and that do not contain the concept". It is built from Bruner's work on categorizing, which "helps to reduce the complexity of environment and necessity for concept learning". The model was used as the experimental treatment in this study.

Design Implications

Context

Requirements

  • Instruction must present examples that contain the concept and examples that do not, for comparison and contrast.

Constraints

  • The article describes the model's application to specific physics concepts in class IX; effectiveness evidence comes from this single study.

Target Learners

  • Ninth-grade students (14-15 years old)

Learning Goals

  • Concept learning and categorizing in physics

Claims

Examples

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Key Sources

  • Kumar, A., & Mathur, M. (2013). Effect of Concept Attainment Model on Acquisition of Physics Concepts. Universal Journal of Educational Research, 1(3), 165-169. https://doi.org/10.13189/ujer.2013.010304
Page metadata
Field Value
type design
id concept-attainment-model-bruner
title Concept attainment model: teaching specific concepts by comparing and contrasting positive and negative examples
description The concept attainment model, historically linked with Jerome S.
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — kumar-2013

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