Concrete & Abstract Thinking
How is concrete and abstract thinking used in the class you teach? Which if either do you think is more prevalent?
it varies on the subject. somtime i relate to a funny past experience, somtimes to rhyme, somtimes to their own experiences from their past.
Hi Steve,
We use concrete thinking for the first part of the course because I am developing in the students a knowledge foundation. Then we go to the next level where we start the application process and this is when abstract thinking starts to come in. We do a lot of case studies where the students use concrete thinking (common sense) to solve abstract problems. Since the course deals with human behavior the problem solving and abstract analysis part of thinking becomes very important if students are going to develop the skills needed to work in the human services field.
Gary
Abstract thinking is a challange for the students. Trying to visualize functions of componets they do not see. I try to work in hands on when possible and any visual aids when possible. The concrete is when the hands on and information falls in place. Or things that can be seen.
I use concrete at the beginning-sop's.By now it is part of uti life.Then I teach them what they need to know
Hi Timothy,
Good way to lay a solid foundation for your students. This way they can build up to the abstract level knowing they have the basics of their field.
Gary
I never thought concrete was a good description for that type of learning, since it uses your senses, which can fool you. Wouldn't a better name be perceived instead of concrete, since concrete imply's a fact verses a perception?
Hi Bernie,
Thank you for your input on this forum discussion. Perception is a critical part of learning so I can appreciate your perspective on the difference between concrete and perceived thinking.
Gary
We use concrete thinking for the first part of the course; (ie. SOP's) because we are developing in the students a knowledge foundation and expectation. Then we introduce the varied subject matter and start the application process of specific learning and knowledge. This is when abstract thinking starts to come in. We use a lot of blended learning activites to help the students integrate both concrete and abstract methods. Probably from the student point of view we initalliy focus more on the abstract methods because they have usually no prior experiences to link with the specific learning objectives.
Hi Gregory,
Good way to offer instructional progression in moving from concrete to abstraction. This is what we are trying to do in the majority of our courses so we need to make sure we help them get a good solid foundation so they can make applications later on in their training.
Gary
In teaching drivability diagnosis I try to remember that what the students need to develop is the concept that diagnosis is the abstract application of some very concrete principals. So when I ‘m teaching them how to connect a volt meter to a circuit that is concrete Red Positive, Black Negative. But when we start talking about how to look for a problem in an ignition circuit and the reading depends on many variables that is an abstract application of a concrete concept.
Abstract thinking is a challange for the students. Trying to visualize functions of componets they do not see. I try to work in hands on when possible and any visual aids when possible.this is why i will not gvee a test untell they have been to lab and have had hands on
I use concrete thinking everyday. The way an Automobile works is concrete. The way you diagnose a problem can be abstract, there are different ways to approach things and get the same results.
Concrete is the foundation to which we will build there intelligence to be able to solve problems in what ever they are tring to figure out. I nees a good concrete thinking because they have to use their foundation to think this is what its suppose to do now what can make it malfunction is where there abstract thinking is necessary.
Hi Salvatore,
Good way to connect concrete learning to abstract development. You are establishing a strong foundation in your students so they can problem solve later on in their careers.
Gary
Hi Kenneth,
You are right about the challenge that abstract thinking presents for many students. Your approach helps them apply what they are learning in a practical setting so their retention of content increases.
Gary
concrete is a way of thinking such as sops classroom rules & regulations. ABSTACT FOR ME is to guidethe students using different method to all arrive at reasonably the same answer. The way you get the answer isn't the important part but acheiving the right answer is.
Since I teach quantatitive courses most of my work is toward concrete applications. At times we get into abstract thinking, esp when talking about probabilities.
i try to use alot of visual trianing aids and draw on the board and take them to thier cars or trucks to show them different components and how they work to give them a better idea and that does help the students out alot better
My course uses both methods. The hardest to grasp is abstract. Example is the airflow and fuel flow in carburators. All passages are hidden so the student has to visualize the flow.
