Download - Information processing model file 1
INFORMATION PROCESSING MODEL
V. Kamatchi
M.Ed. (2010-11)
School of Education
Pondicherry University
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.
Types of Information Types of Information Processing ModelProcessing Model
• Concept Attainment model • Scientific Inquiry Method• Synectics model• Advance Organizer model• Inductive thinking
CONCEPT ATTAINMENT CONCEPT ATTAINMENT MODEL (CAM)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
FocusFocus
Develops inductive reasoning.Process of classifying things in
groups.Benefits us in 3 ways –
Reduces complexityIdentify objects Reduces constant
learning
SyntaxSyntaxPresentation of dataAnalysis of hypothesisFormation of hypothesisTeacher reactionRejection or confirmation of
hypothesisClosurePractice
Principle of ReactionPrinciple of Reaction
Immediate check of wrong answers and acceptance of right answers is a must.
Social SystemSocial 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
Support SystemSupport System
The lessons require concepts which can be arranged so that concept may be drawn from the material
ApplicationApplication
Concept attainment model is very useful in teaching the concepts through inductive reasoning.
Example: teaching Maths formula, grammar
MeritsMerits
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.
LimitationsLimitations 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 teaching-learning process
Some students, on account of their shyness, fail to derive the requisite advantage of this model.
Scientific Inquiry ModelScientific Inquiry Model
It was built by J. Richard Suchman for developing scientific inquiry training skills in the students.
Suchman Beliefs of this Suchman Beliefs of this modelmodel
All knowledge is tentative. There is no one particular answer to
a problem. Inquiry is natural. Co-operative effort. Analyze thinking strategies.
FocusFocus
Children are curious by nature and this model attempts to satisfy their urge of curiosity by providing systematic training in inquiry.
SyntaxSyntax
It consists of five phases:Encounter with the problemData gathering process
(verification)Data gathering process
(experimentation)Formulating an explanation Analysis of the enquiry process
Principles of ReactionPrinciples 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.
Social SystemSocial 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.
Support SystemSupport 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.
Application ContextApplication 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.
MeritsMerits
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.
LimitationsLimitations
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.