Chapter 7 Knowledge learning and instruction
Chapter 7 Knowledge learning and instruction
Chapter 7 Knowledge learning and instruction o 7.1 concept learning ●7.1. I concept o A concept is a category under which specific elements may be grouped. e.g. a red ball, a red pencil, and a red chair are all instances of the simple concept "red.An “ ' even number” is defined as any integer(整数) that is divisible by two without a remainder, and that an "odd number” is one that is not evenly(均匀地) divisible by two o Many concepts are far more complex and less well defined than the concept red"', the concepts such as justice, love, democracy are the ones that people may spend a lifetime trying to understand
Chapter 7 Knowledge learning and instruction ⚫ 7.1 concept learning ⚫ 7.1.1 concept ⚫ A concept is a category under which specific elements may be grouped.e.g. a red ball, a red pencil, and a red chair are all instances of the simple concept “red”. An “even number” is defined as any integer（整数） that is divisible by two without a remainder, and that an “odd number” is one that is not evenly(均匀地） divisible by two. ⚫ Many concepts are far more complex and less well defined than the concept “red”, the concepts such as “justice, love, democracy”are the ones that people may spend a lifetime trying to understand
Chapter 7 Knowledge learning and instruction 07. 1.2 How do we learn concepts o Concepts are generally learned in two ways. One way is to learn concepts by observation. Most concepts we learn outside of school are by this way. e.g. a child learns the concept"car" by hearing certain vehicles referred to as acar. Initially, the child might include pickup trucks or motorcycles under the concept"car,, but as time goes on, the concept is refined until the child can clearly differentiate"car from“ noncar” o The other way is by definition
Chapter 7 Knowledge learning and instruction ⚫ 7.1.2 How do we learn concepts? ⚫ Concepts are generally learned in two ways. One way is to learn concepts by observation. Most concepts we learn outside of school are by this way. e.g. a child learns the concept “car” by hearing certain vehicles referred to as a “car”. Initially, the child might include pickup trucks or motorcycles under the concept “car”, but as time goes on, the concept is refined until the child can clearly differentiate “car” from “noncar”. ⚫ The other way is by definition
Chapter 7 Knowledge learning and instruction o 7.1.2 How do we learn concepts? o e.g. it is very difficult to learn the concepts “aunt”or“ uncle” by observation alone.One could observe hundreds of“ aunts”and 4nonaunts without deriving a clear concept of“aunt”. In this case, the concept is best learned by definition: To be an aunt, one must be a female whose brother or sister(or brother-or sister-in-law has children
Chapter 7 Knowledge learning and instruction ⚫ 7.1.2 How do we learn concepts? ⚫ e.g. it is very difficult to learn the concepts “aunt”or “uncle” by observation alone. One could observe hundreds of “aunts”and “nonaunts” without deriving a clear concept of “aunt”.In this case, the concept is best learned by definition: To be an aunt, one must be a female whose brother or sister(or brother-or sister-in-law)has children
Chapter 7 Knowledge learning and instruction o 7.1.3 How should concepts be taught? O Just as concepts can be learned in two ways, so can they be taught in two ways. o One way is called example-rule approach Students may be given instances and noninstances of a concept and later asked to derive or infer a definition Other way is called rule-example approach Students may be given a definition and then asked to identify instances and noninstances
Chapter 7 Knowledge learning and instruction ⚫ 7.1.3 How should concepts be taught? ⚫ Just as concepts can be learned in two ways, so can they be taught in two ways. ⚫ One way is called example-rule approach. Students may be given instances and noninstances of a concept and later asked to derive or infer a definition. ⚫ Other way is called rule-example approach. Students may be given a definition and then asked to identify instances and noninstances