Inductive thinking theory
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Hilda Taba was a curriculum theorist and teacher educator who developed an inductive thinking model. She believed that students could be taught to think, specifically to analyze information and create concepts, if they were first led to organize data. Her model involved four main strategies - concept development, interpretation of data, application of generalizations, and interpretation of feelings and attitudes. The model uses techniques like listing, grouping, labeling concepts, and applying principles to help students learn to systematically collect and analyze information to form generalizations and hypotheses.
Inductive thinking theory
- 1. Information Processing Family Inductive Thinking Model Madhavi Dharankar dharankar.madhavi@yahoo.com
- 2. Hilda Taba (1902 - 1967) Formation of Concepts by Collection and Organization of Information) 2 Madhavi_Dharankar_Inductive_Thinking_Model
- 3. Hilda Taba Curriculum Theorist, a curriculum reformer, and a teacher educator strong 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 3 Madhavi_Dharankar_Inductive_Thinking_Model
- 4. Hilda Taba: “Concept Formation” Three main assumptions in developing her teaching model Thinking 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 4 Madhavi_Dharankar_Inductive_Thinking_Model
- 5. 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." 5 Madhavi_Dharankar_Inductive_Thinking_Model
- 6. 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
- 7. Inductive Thinking Model: Syntax 1. Concept Formation • Enumeration and Listing • Grouping • Labeling, Categorization 1. Presentation of Learning Material • Identifying Critical Relationships • Exploring relationships • Making Inferences 1. Application of Principles • Predicting consequences, Explaining Unfamiliar Phenomena, Hypothesizing • Explaining and/ or supporting the Predictions and Hypotheses • Verifying the Predictions 7 Madhavi_Dharankar_Inductive_Thinking_Model
- 8. Inductive Thinking Model: Social System Focus Conceptual Control Converting Conceptual Understanding to Skill It is Cooperative, but the teacher is the initiator and controller of activities 8 Madhavi_Dharankar_Inductive_Thinking_Model
- 9. Inductive Thinking Model Principles of Reaction Teacher Matches tasks to students’ level of cognitive activity Determines students’ readiness Support System Students need raw data to organise and analyse Data Retrieval Chart (DRC) 9 Madhavi_Dharankar_Inductive_Thinking_Model
- 10. Data Retrieval Chart (DRC) Main Points Concept Name Main Points Season Temperature Humidity Changes Changes in Nature in Human Life Summer Monsoon 10 Winter Madhavi_Dharankar_Inductive_Thinking_Model
- 11. Types of Data Retrieval Charts Structured Semi-structured Unstructured Feature Specific concept/ Specific concept/ Specific concept/ principle is fixed principle is fixed in principle is not fixed in teacher’s mind teacher’s mind in teacher’s mind, only general area is decided In focus Content Both content and Process in focus, process content is contextual Formats, Teacher decides Both teacher and Students decide Components and students decide content of the chart Research Process Very little scope Some scope A large scope 11 Madhavi_Dharankar_Inductive_Thinking_Model
- 12. Process Step Teacher Student Listing Teacher or students lists Tell me what you see List specific items items related to a subject Tell me what you know Grouping Students group the items Do any of these items Finds similarity as a basis for belong together? grouping items Labeling Students gives label for the What would you call these Verbalizes a label(s) that newly defined groups. groups you have formed? encompasses all items Students explain reason for Identifies and verbalizes their choices. Why would you group common characteristics of them together? items in a group Regrouping Students regroup items or Could some of these States different relationships subsume individual items or belong to more than one States additional different whole groups group? Can we put these relationships same items in different groups? Why would you group them that way? Evaluating Students synthesize the Can someone say in one Offers a summary statement or information by summarizing sentence something about Synthesizing the data and forming all these groups? generalizations 12 Madhavi_Dharankar_Inductive_Thinking_Model
- 13. Inductive Thinking Model: Effects Instructional Effects Information, concepts, skills, hypothesis formation Concept formation processes Concepts and conceptual systems and their application Nurturant Effects Spirit of inquiry Awareness of the nature of knowledge Logical thinking 13 Madhavi_Dharankar_Inductive_Thinking_Model
- 14. Inductive Thinking Model: Educational Implications Utility at varying levels, subjects, content, processes, learning styles Causes students To collect information and examine it closely To learn to manipulate the concepts If used regularly, Increases students’ abilities to form concepts efficiently Increases the range of perceptions from which they can view information In support of projects, researches Model can go for a few hours/ days/ weeks/ months Many projects in various subjects could be generated 14 Madhavi_Dharankar_Inductive_Thinking_Model
- 15. Questions??? Discussions!!! 15 Madhavi_Dharankar_Inductive_Thinking_Model