Slide 1: INFORMATION PROCESSING MODEL
V. Kamatchi M.Ed. (2010-11) School of Education Pondicherry University
Slide 2: Meaning:
Information processing refers to the way people handle stimuli from environment, organize data, sense problems, generate concepts and solutions to problems and employ verbal and non-verbal symbols.
Slide 3: Types of Information Processing Model
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Concept Attainment model Scientific Inquiry Method Synectics model Advance Organizer model Inductive thinking
Slide 4: CONCEPT ATTAINMENT MODEL (CAM)
J.S.Bruner, J.Goodrow and George Austine -- 1956. Study of thinking process in human beings. Capacity to discriminate and categorize things in groups. To teach concepts to the students. Understand the similarities and relationship
Slide 5: Focus
Develops inductive reasoning. Process of classifying things in groups. Benefits us in 3 ways – Reduces complexity Identify objects Reduces constant learning
Slide 6: Syntax
Presentation of data Analysis of hypothesis Formation of hypothesis Teacher reaction Rejection or confirmation of hypothesis Closure Practice
Slide 7: Principle of Reaction
Immediate check of wrong answers and acceptance of right answers is a must.
Slide 8: Social System
The teaching situation is moderately structured. The teacher has to control all actions of the class-room, but reasonable freedom is given for discussion within different phases of teaching. Ensures co-operation
Slide 9: Support System
The lessons require concepts which can be arranged so that concept may be drawn from the material
Slide 10: Application
Concept attainment model is very useful in teaching the concepts through inductive reasoning. Example: teaching Maths formula, grammar
Slide 11: Merits
Natural way of teaching and learning. Helpful in developing imagination power. Development of reasoning power. Analyze things systematically. Students are actively engaged in the classroom activity. It helps in making the student good observers. It encourages the habit of self study in the students. Apply their knowledge in different situations. Busy classroom work.
Slide 12: Limitations
It makes high demand on the students as well as teachers. All the students of the class may not be able to participate in the teachinglearning process Some students, on account of their shyness, fail to derive the requisite advantage of this model.
Slide 13: Scientific Inquiry Model
It was built by J. Richard Suchman for developing scientific inquiry training skills in the students.
Slide 14: Suchman Beliefs of this model
All knowledge is tentative. There is no one particular answer to a problem. Inquiry is natural. Co-operative effort. Analyze thinking strategies.
Slide 15: Focus
Children are curious by nature and this model attempts to satisfy their urge of curiosity by providing systematic training in inquiry.
Slide 16: Syntax
It consists of five phases: Encounter with the problem Data gathering process (verification) Data gathering process (experimentation) Formulating an explanation Analysis of the enquiry process
Slide 17: Principles of Reaction
Frame ‘yes’ or ‘no’ type questions. Asking students to rephrase questions properly. Pointing out unvalidated statements Using the language of the inquiry process. Provides free intellectual environment. Makes clear statement of theories and supports for generalizations. Encourages interaction among students.
Slide 18: Social System
At every stage, the teacher is expected to respond in such a way as students may be encouraged to initiate and pursue the inquiry.
Slide 19: Support System
Both the students and the teachers need additional support. The teacher provides support to the student to develop material. The teacher himself requires support on the problem.
Slide 20: Application Context
Provides training to solve the problem in a systematic way. As observed by Weil and Joyce the teacher cannot be too concerned with subject matter coverage or correctness.
Slide 21: Merits
Develops imagination power. Trains to analyze things systematically. Develops reasoning power. Trains students to put suitable questions. Imparts training to go deep into the problem. Prepares for solving problems of life systematically. Demands continuous attention of the teacher as well as the students. Students hardly can afford to be absent minded.
Slide 22: Limitations
Works well only in the hands of very intelligent and resourceful teachers. An average teacher can hardly make use of this model. Shy students lag behind. It puts a lot of premium on the speaking ability of the students.
