Concept Formation: A Linguistic Construct

Abstract

The immense role of language in concept formation abilities of children has been explored in the paper. In context of various contemporary cognitive theories where interactionist approach is predominant it becomes relevant that the word meanings available to the child at any stage are understood critically. The changed use of language is mediated by social processes. Concept formation and language are so intricately interwoven that it is difficult to establish their precise relationship. Science as a discipline is dynamic in nature and imparts analytical thinking ability to learners. Unfortunately, past research has indicated that the students are uncomfortable with science concepts and terminologies. The reluctance on part of the learners fosters memorization rather than an understanding of concepts. The significant role of teachers in providing explanations to enhance student understanding in most of the cases remains inadequate Language is thus denied the crucial role that it performs in concept attainment The Concept Attainment Model views concept formation in a stepwise manner and concepts are taught in such a way that they are evolved rather than presented preformed to the students. The importance of the role of language in mental development and its vast potential in facilitating concept attainment has been the guiding principle for this model The model links the existing ideas in the learners’ cognitive structures linguistically. The study was significant at 0.05 level of confidence. . The experimental group scored significantly higher on the various facets of attained concept like flexibility, applicability and retention.