Inductive thinking theory

1. Information Processing Family
Inductive Thinking Model
Madhavi Dharankar
[email protected]

2. Hilda Taba
(1902 - 1967)
Formation of
Concepts by
Collection and
Organization of
Information)
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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
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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
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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."
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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.
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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
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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
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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)
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10. Data Retrieval Chart (DRC)
Main Points
Concept
Name
Main Points
SeasonTemperatureHumidityChanges
in Nature
Changes
in Human
Life
Summer
Monsoon
Winter
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11. 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 decidesBoth teacher and
students decide
Students decide
Research ProcessVery little scopeSome scope A large scope
Types of Data Retrieval Charts
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12. ProcessStep Teacher Student
ListingTeacher or students lists
items related to a subject
Tell me what you see
Tell me what you know
List specific items
GroupingStudents group the itemsDo any of these items
belong together?
Finds similarity as a basis for
grouping items
LabelingStudents 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 items
Identifies and verbalizes
common characteristics of
items in a group
RegroupingStudents 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 relationships
States 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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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
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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
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15. Questions???
Discussions!!!
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