Mr. Matthews plans his lesson on amphibians for the next day. He plans on first identifying the key features of amphibians, answering all student questions on key terms, providing examples of amphibians that might be common to students, and then asking students to provide examples of their own. Which of the following is Mr. Matthews trying to encourage among his students

Concept formation gives a platform for students with a chance to make good use of ideas by using interlinks and examining relationships among the items of information. This method aids students in building and sharpening their capacity to remember and distinguish between major ideas, to view similarities and classify relationships, to develop concepts and generalizations, to give clarity on the organization of the data being considered.

Looking at our case study, Mr. Matthew gave enough data on a specific concept (by identifying the

key features of amphibians). We see the data is produced by the teacher or/and the students in his class. Students are motivated to categorise or put together the information and to offer descriptive basis to their groupings (asking students to offer examples). By imterrelating the examples to the labels and by giving a brief explanation on their reasoning, the students develop their own idea and clarity of the concept.

Concept formation lessons are knowledge boosting as it foster the ability to learn, help generate new and clearer idea of the topic being learnt.