Some descriptions of learning represent the process as the development of organisations of elements. Various organisations have been proposed, for example, schemata and conceptual structures. Such representations assume that mental entities, such as concepts, are sufficiently stable and differentiated to be treated as units. We discuss these…

In relation to teaching and learning approaches that improve student learning outcomes, threshold concepts have generated substantial interest in higher education. They have been described as "portals" that lead to a transformed way of understanding or thinking, enabling learners to progress, and have been enthusiastically adopted to…

As much research has demonstrated, novel scientific concepts do not arise fully formed in the head of a scientist but are created in problem-solving processes, which can extend for considerable periods and even span generations of scientists. To understand concept formation and conceptual change it is important to investigate these processes in…

This article examines some notable methods for describing concept display and instruction, and introduces a precise concept model. (Author)

Interviews with 4- to 8-year olds indicated that children's understanding of how it is that they can see object develops gradually. This article presents a map of this development in terms of two distinct modes of cognitive functioning, the ikonic mode and concrete symbolic mode, drawn from the interviews and the SOLO (Structure of Learning…

THE GENERAL PROBLEM UNDER INVESTIGATION CONCERNED TWO PROCESSES OF CONCEPT FORMATION - THE DEDUCTIVE REASONING PROCESS AND THE ASSOCIATIVE PROCESS - EMPLOYED BY CHILDREN OF ELEMENTARY-SCHOOL AGE. IT WAS ASSUMED THAT BOTH OF THESE PROCESSES ARE FOUND IN VARYING DEGREES AMONG CHILDREN OF DIFFERENT AGES AND MENTAL ABILITIES, DEPENDING UPON THE…

Previous research has shown that sequences in which instances from the same category appear successively facilitate performance in concept attainment. This could be due to subjects adopting strategies which involve comparisons of instances from within the same category. However, if subjects were to adopt a strategy involving comparisons of…

An instructional design theory, based on direct empirical validation from a programmatic line of instructional systems research, is presented. Concept learning is viewed as a two-phase process: (1) formation of conceptual knowledge and (2) development of procedural knowledge. (Author/LMO)

This article investigates how adults attain concepts, how instructional materials can be designed for adults, and how instructional messages related to concept attainment can be delivered to adults. An extensive bibliography is attached. (RAO)

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…

Three units of instruction were given to 20 four-year-old children and 34 five-year-old children. Unit I was designed to develop the children's ability to establish a length relation between curved lines; Unit II, to develop ability to conserve length; and Unit III, to develop ability to conserve length relations. Testing of the children occurred…

Shows how elaboration theory (ET) sequences the concepts in a taxonomy and argues that the product of an ET analysis is usually in general agreement with sequencing based on learning prerequisite relationships, and that ET sequencing of taxonomic concepts will not violate learning prerequisite relationships. (Author/MER)

Principles of concept formation extracted from an extensive review of theoretical and empirical work in psychology, and their relationship to home economics are presented. The present attempts of home economics educators to identify the basic concepts of the field and organize curriculums around them are potentially fruitful, both for students and…

The effects and interactions of 3 variables on concept learning and retention were investigated: (1) method of stimulus presentation; (2) learning process; and (3) intellectual ability. One hundred and forty-four (144) 4th graders were divided into 4 groups, each of which was further subdivided into high, middle, and low intellectual ability…