Inductive thinking theory
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Transcript of Inductive thinking theory
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
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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
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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."
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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
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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
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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)
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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
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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
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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
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Questions???
Discussions!!!
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