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The concept attainment model is a teacher- guided exercise in which students learn to define concepts by investigating examples and non-examples of the concepts. They develop and test hypotheses about the nature of the concept's critical and noncritical attributes (Kilbane and Milman, 2006, pp. 117-118).

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Clement, M. C. (2010). Methods of teaching: Lectures, graphic organizers, and concepts. In First time in the college classroom: A guide for teaching assistants, instructors, and new professors at all colleges and universities. Lanham, MD: R&L Education. Retrieved from https://ebookcentral-proquest-com.georgefox.idm.oclc.org/lib/georgefox/detail.action?docID=616369#

A short section that provides a practical worksheet that will help teachers define which concepts are appropriate for a concept attainment lesson.

Gonzalez, J. (2013, December 10). How to use the concept attainment strategy. Retrieved October 25, 2018, from https://www.cultofpedagogy.com/concept-attainment/

If you want a really quick intro, this blog post is great. And if you want ideas of how many disciplines can make use of concept attainment, watch the first minute of the video.

Pritchard, F. F. (1994). Teaching Thinking across the Curriculum with the Concept Attainment Model. Retrieved from https://eric.ed.gov/?id=ED379303

While concept attainment may have a reputation of being used heavily in math and sciences, the author of this article advocates for concept attainment across disciplines due to its emphasis on critical thinking

Reid, B. (2011). The concept attainment strategy. The Science Teacher, 78(1), 51–55. Retrieved from https://georgefox.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508204163&scope=site

This colorful article gives two examples of lessons using the concept attainment model: one in biology and one in chemistry. It might be helpful as examples even if these are not your teaching areas.

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Four Major Steps:

1. Present examples

Teacher instructs students to observe and take notes while teacher shows a series of clearly labeled examples and nonexamples.

As individuals, pairs, or small groups, students determine the critical and noncritical attributes of the concept

critical attribute=common, essential, fixed, and specific characteristics unique to a concept (p. 118)

concrete critical attribute=an attribute people can experience with one or more of their senses

While determining critical and noncritical attributes, students are also instructed to...

2. Form & analyze hypotheses

Sometimes students do not yet know what the concept is. Based on their analysis of the attributes of examples and nonexamples, they form a hypothesis of what the concept is.

The teacher may guide students in identifying critical and noncritical attributes.

Finally, the teacher will help students develop a working definition of the concept.

3. Closure

Teacher guides students to create a formal definition, possibly by asking the entire class to agree upon a common definition and correcting any errors or misconceptions as they occur (p. 125)

Teacher asks students to reflect on the learning process (metacognition)

Students benefit when they share with each other during the reflection process

4. Application

Teacher begins to present more challenging examples and nonexamples and may ask students to describe how they would change nonexamples into examples.

Finally, teacher asks students to find or develop their own examples and nonexamples based on what they have learned. Or the teacher may ask students to transfer their knowledge to a different context.

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Best used:

To teach conceptual knowledge

categories & classifications

principles & generalizations

theories, models, structures

To develop generalization & discrimination skills

To introduce or assess concepts

To teach concepts with clear critical attributes (see p. 121)

Concepts in math and science are well suited to concept attainment methods

When high-quality examples and non-examples can be created

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In the Information Processing Family
Roots in cognitive science, philosophy, and psychology

"Bruner believed that almost all cognitive activity involves categorizing" (Kilbane and Milman, 2006, p. 119)

Seminal work: A Study of Thinking (Bruner, Goodnow, & Austin, 1956)

Other scholars:

Taba

Tennyson (with others)

Purpose: Help students develop conceptual knowledge

Promotes retention

Active learning

Higher-order thinking (ie. critical thinking)

Builds on prior knowledge