The objectives of the study were: (1) To develop a test in Science for identifying the concept in Science found difficult by students of standard VIII. (2) To tryout Concept Attainment Model (CAM) of Bruner as a remedial tool for teaching Science to students who found the above concepts difficult to learner. (3) To assess the opinion of students on the use of CAM as a remedial tool for teaching difficult concepts in Science. 

Hypotheses of the study were: (1) There is no significant difference between pretest and posttest scores on the concept of  “Magnetism" for remedial session 1. (2) There is no significant difference between pretest and posttest scores on the concept of “Magnetism" for remedial session 2. (3) There is no significant difference between pretest and posttest scores on the concept of “Magnetism" for remedial session 3. (4) There is no significant difference between pretest and posttest scores on the concept of “Metals and Minerals" for remedial session 1. (5) There is no significant difference between pretest and posttest scores on the concept of “Metals and Minerals" for remedial session 2. (6) There is no significant difference between pretest and posttest scores on the concept of “Metals and Minerals" for remedial session 3. (7) There is no significant difference between pretest and posttest scores on the concept of “Plants and Animals" for remedial session 1. (8) There is no significant difference between pretest and posttest scores on the concept of “Plants and Animals" for remedial session 2. (9) There is no significant difference between pretest and posttest scores on the concept of “Plants and Animals" for remedial session 3. (10) There is no significant difference between pretest and posttest scores on the concept of “Electricity" for remedial session 1. (11) There is no significant difference between pretest and posttest scores on the concept of  “Electricity" for remedial session 2. (12) There is no significant difference between pretest and posttest scores on the concept of “Electricity" for remedial session 3. (13) There is no significant difference between pretest and posttest scores on the concept of “Man made Materials" for remedial session 1. (14) There is no significant difference between pretest and posttest scores on the concept of “Man made Materials" for remedial session 2. (15) There is no significant difference between pretest and posttest scores on the concept of “Man made Materials" for remedial session 3. (16) There is no significant difference between pretest and posttest scores in Science found difficult by students of standard VIII. 

The study was experimental and single group experimental design was used. The teaching through CAM was repeated till the group selected for remedial teaching had scored 70% marks. 

Percentage, t-test and graphical analysis were used as statistical techniques.

The findings of the study were: (1) The remedial group taught “Magnetism; Metals and Minerals; Plants and Animals; Electricity; and Man made Materials" through CAM was found to have improved during respective sessions. The group taught “Metals and Minerals; Electricity; and Man made Materials" concepts did not show the significant improvement during session 3. (2) The hypotheses number 16 was rejected. The remedial group was found to have improved significantly during teaching through CAM for all selected concepts. (3) In regarding the effectiveness of teaching through CAM, majority of students (above 70%) strongly agreed that the CAM provided enough scope to think independently, they got motivated during session, it developed the ability to state the definition of the concept, they could recognize new example, they got a chance of learning from one another, and they felt this new method was better than usual teaching method in learning the concept.