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The concept attainment strategies can accomplish several instructional goals depending on the emphasis of the particular lesson. They are designed for instruction on specific concepts and on the nature of concepts.
They also provide practice in inductive reasoning and opportunities foraltering and improving students' concept-building strategies. Finally, especially with abstract concepts, the strategies nurture an awareness of alternative perspectives, a sensitivity to logical reasoning in communication, and a tolerance of ambiguit
Robert Gagn6s 1965 article thoroughly discusses a similar approach to concept attainment. Merrill and Tennyson (1977) describe a similar approach without, however, an extensive analysis of the thinking processes. McKinney, Warren, Lark-ins, Ford, and Davis (1983) have reported a series of interesting studies comparing the Merrill/Tennyson approaches with Gagnd's and a recitation procedure.
Their work illustrates the complexity of designing studies to meaningfully compare sets of models built on the same premises but differing in details of execution. However, the differences in approach and the research
