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.