When students form and attain concepts, they are constructing these rules. It also allows for concept alteration, where naive, preliminary or incomplete understanding can move to a revised or enlarged understanding of the concept based on observation and discussion. Since awareness of concepts develops from personal experiences in the real world, the knowledge of a particular concept may vary from person to person. Corn, as an example of a monocotyledon, can be observed, felt, tasted and smelled. It represents a concrete concept.
Democracy is an abstract concept.
Concept teaching approaches are process oriented. They are aimed at teaching students to think, question and discover rather than to solely memorize. Concept development and analysis encourage inductive thinking as students move from particular facts to generalizations. Concept formation and concept attainment are two of several instructional methods which assist in developing conceptual thinking by enabling students to select arid organize diverse material. These methods provide an opportunity to examine each experience and to enhance students, understanding of the concepts they form and acquire.