What are concepts?
Concepts in science are not related to any definition but to mental processes, so we will not try to present any precise definition. It is possible that its meaning will be very limited if we try to define it. Until now, no acceptable definition of the concept has been given, one of the reasons being that most of the concepts are discrete, compiled on the basis of common features of many experiences.
Students cannot create a concept with the help of a
definition. For example, we want to give the student the concept of red, so we
show him several objects, for example, a book, a paper, a ball, a handkerchief,
a sweater, a toy, a liquid all of them are different from each other in many
respects but they all have the characteristic of red color. Thus color is a
second level concept (i.e. a concept derived from a first level concept e.g.
red, green, blue, yellow, the concept of colour is derived from.) Gas, liquid
and solid are first level concepts while
states of matter are the second-level concept. It is also important to mention
that we cannot give students a concept with the help of verbal definitions
until they have had many experiences themselves. In secondary school, it is not
appropriate to think that students have done many experiments and observations,
so definition is enough for them. For example, students have not seen many
things being melted, which helps them to develop a clear concept of liquids.
Therefore, in the science lesson, we have to conduct experiments on melting of
ice, wax and sugar to give students a clear idea, in addition to an experiment
that is slightly different from the previous one in terms of specific
characteristics, for example, the dissolution of sugar in water. Teachers are
expected to use deductive methods to demonstrate and explain concepts. This
process starts with generalization and on the base of generalization prediction
is done with the help of this process, for example we say that x must die , y
must also die, and finally we decide that humans are mortal. Simple language
should be used to express and create concepts. Many simple concepts are formed
without language. For example, different concepts of animals are made using
hand gestures.
And they perform an action. As concepts and learning become
more complex, the importance of language increases, but it does not necessarily
mean that concepts can be conveyed to students only with the help of language.
The
Nature of Concepts:
Regarding science we will discuss two different concepts
which have a clear difference in importance and purpose. According to the first
concept, science is a creative and exploratory activity in which the scientist
engages in mental struggle. According to this concept, there should be complete
freedom for the research and development of science so that the scientist can
perform the mental battle free from need, pressure and emotions. According to
this concept, creation takes place in the mind of the observer. He uses his
cognitive ability to judge what is right. Every great development of science owes
to these creative struggles. This is the power of the mind to understand the
hidden secrets of nature.
According to the second concept, science is a critical and
experimental activity, the scientist needs sufficient evidence before
presenting his ideas, thinking is a process ,which can neither generate ideas
nor determine their direction and there is censorship of criticism on it. The
purpose of scientific research is to increase people's understanding and this
is the test of the effectiveness of science. According to this concept, the
exploration of nature can be done with the help of five senses, we can only
gain understanding about what we observe. The task of scientists here is to
find out the truth with the help of scientific method or to find out the
knowledge. In this process thought is supportive and not dependent on it.
Both concepts have their place of utility. A scientist
should think freely and at the same time be sceptical. A scientist must be
creative as well as critical. A scientist's thinking is free and there is
censorship of criticism. Hence we can say that there are two modes of inquiry
in science, creative and critical activity. To be doubtful about something is a
scientific attitude. But science was deprived of an important conceptual scheme
for a long time. If this would probably be accepted might be we twenty or
thirty years ahead.
A science teacher should include both types of activities in
teaching so that all abilities can be developed in the students. Science
differs from other forms of creation in that it is both creative and critical.
There are many types of concepts some of them are as
follows:
1:- Operational Concepts:
They are associated with a specific functionality. E.g. to
find relative weights and to identify acid with the help of litmus.
2:-
Classificatory Concepts:
They belong to classification. It means the concepts that
are useful in grouping objects. For example cloth, metal and acid Such abstract
concepts are formed by experience of many examples.
3:- Correlational
Concepts:
These concepts are concerned with describing the
interrelationship of objects. For example, the relationship between force and
energy, etc.
4:-
Explanatory or Theoretical Concepts:
These are the concepts that are not directly observed but
are imagined. With its help we can describe many objects, events and phenomena.
For example, electron or atom etc.
5:- Effective Concepts:
These concepts are called attitudes. For example, curiosity,
enthusiasm or honesty. A simple concept requires at least two facts or
observations that share some characteristic. Also, an example of a fact or
observation that is characteristically inconsistent. For example, to create the
concept of mammal, two examples of animals that feed their young ones and one
example of an animal that does not feed their young ones. Teaching in secondary
school is concerned with higher level of concepts. For example, Archimedes'
principle, Newton's laws of motion, so instead of giving verbal concepts to
students, they should be given many examples (direct experiences) so that they
can have a clear understanding otherwise they will get into the habit of rote,
which is against the teaching of science.
Concept
Formation:
Conception does not exist in the inorganic world. But with
the emergence of organisms, the concept began to emerge.
A complete concept is established by the boundaries that are
defined by the context of an object.
In science, the interrelationship of objects is observed and
new things are discovered due to this relation. Therefore, we can say that the
concept that emerges from the interrelationship of objects is fundamental in
science and because of it new things come into existence in the scientific
world. Concepts are formed according to personal experiences, norms and
environment. For example, driving a car seems to be something that every man
can do if he knows something about it, i.e. has some concept. Establishing a
concept is possible when there is consistency between things. So concepts are
used while grouping objects. Many science and maths concepts are difficult to
understand unless the vocabulary involved is properly conceptualized. This
concept is an insight or review of student thinking. It is his discrete mental
creation. Hence, generalization training is more than grouping objects.
i:-
Particularization:
This is meant to exclude instances that appear to be
similar.
ii:-
Generalization:
This process involves making inferences about examples that
have no direct experience.
iii:- Labelling:
Labelling is the act
of describing a concept with a specific word in order to exchange ideas with
others.
After these steps the
concept is expressed in the form of words.
0 Comments