Inductive thinking theory

Information Processing Family

Inductive Thinking Model

Madhavi [email protected]

Hilda Taba(1902 - 1967)

Formation of Concepts by Collection and Organization of Information)

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Hilda TabaCurriculum Theorist, a curriculum reformer, and

a teacher educatorstrong belief that students could be taught to

think — specifically to analyze information and create concept

students make generalizations only after data are organized. She believed that students can be led toward making generalizations through concept development

contributed to the theoretical and pedagogical foundations of concept development and critical thinking in social studies curriculum


Hilda Taba: “Concept Formation” Three main assumptions in developing her

teaching modelThinking can be taught.Thinking is an active transaction between the

individual and data.Processes of thought evolve by a sequence that

is "lawful.“Taba approach. The four strategies are

concept development, interpretation of data, application of generalizations, and interpretations of feelings, attitudes and values


She believed…• Hilda Taba believed that students make

generalizations only after information is organized.

• She believed that students could be led toward making generalizations through concept development and concept attainment strategies.

• According to Taba, the best way to deal with increase in knowledge is to emphasize the "acquisition, understanding, and use of ideas and concepts rather than facts alone."


A Rationale for using Data Bases Obtaining Background: Students need to read or research designated

curricular topics. This includes going on field trips, watching videos, and listening to visitors to the classroom.

Planning: Students participate in brainstorming that gives them the opportunity to recall large amounts of data. Recalling data also serves to develop concepts.

Organizing: Students learn and apply organizational skills when they plan a data base.

Gathering Facts: Students extend their research skills as they fit facts into categories.

Using Tools: Students learn to create and use a data base to store data in an organized, efficient manner.

Questioning: Students learn to formulate questions that result in the extraction of information from the data base.

Hypothesizing: Students learn to state and test their own hypotheses. Analyzing: Students quickly understand associations and relationships

within the data base. Evaluating: Students understand the difference between data and

information.6

Madhavi_Dharankar_Inductive_Thinking_Model

Inductive Thinking Model: Syntax1. Concept Formation

• Enumeration and Listing• Grouping• Labeling, Categorization

2. Presentation of Learning Material• Identifying Critical Relationships• Exploring relationships• Making Inferences

3. Application of Principles• Predicting consequences, Explaining Unfamiliar

Phenomena, Hypothesizing• Explaining and/ or supporting the Predictions and

Hypotheses• Verifying the Predictions

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Inductive Thinking Model: Social System FocusConceptual ControlConverting Conceptual Understanding to

SkillIt is Cooperative, but the teacher is the

initiator and controller of activities


Inductive Thinking ModelPrinciples of Reaction

Teacher Matches tasks to students’ level of cognitive activityDetermines students’ readiness

Support SystemStudents need raw data to organise and

analyseData Retrieval Chart (DRC)


Data Retrieval Chart (DRC)Main Points

ConceptName

Main Points

Season Temperature Humidity Changes in Nature

Changes in Human Life

Summer

Monsoon

Winter10Madhavi_Dharankar_Inductive_Thinking_Model

Structured Semi-structured Unstructured

Feature Specific concept/ principle is fixed in teacher’s mind

Specific concept/ principle is fixed in teacher’s mind

Specific concept/ principle is not fixed in teacher’s mind, only general area is decided

In focus Content Both content and process

Process in focus, content is contextual

Formats, Components and content of the chart

Teacher decides Both teacher and students decide

Students decide

Research Process Very little scope Some scope A large scope

Types of Data Retrieval Charts


Process Step Teacher Student

Listing Teacher or students lists items related to a subject

Tell me what you see

Tell me what you know

List specific items

Grouping

Students group the items

Do any of these items belong together?

Finds similarity as a basis for grouping items

Labeling Students gives label for the newly defined groups. Students explain reason for their choices.

What would you call these groups you have formed?

Why would you group them together?

Verbalizes a label(s) that encompasses all itemsIdentifies and verbalizes common characteristics of items in a group

Regrouping

Students regroup items or subsume individual items or whole groups

Could some of these belong to more than one group? Can we put these same items in different groups? Why would you group them that way?

States different relationshipsStates additional different relationships

Evaluating or Synthesizing

Students synthesize the information by summarizing the data and forming generalizations

Can someone say in one sentence something about all these groups?

Offers a summary statement


Inductive Thinking Model: EffectsInstructional Effects

Information, concepts, skills, hypothesis formation

Concept formation processesConcepts and conceptual systems and their

applicationNurturant Effects

Spirit of inquiryAwareness of the nature of knowledgeLogical thinking

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Inductive Thinking Model: Educational ImplicationsUtility at varying levels, subjects, content,

processes, learning stylesCauses students

To collect information and examine it closelyTo learn to manipulate the concepts

If used regularly,Increases students’ abilities to form concepts

efficientlyIncreases the range of perceptions from which they

can view informationIn support of projects, researchesModel can go for a few hours/ days/ weeks/ monthsMany projects in various subjects could be

generated


Questions???

Discussions!!!
