The social enquiry model is the outcome of the efforts of Benjamin Cox and Byron Massials. It also discuss on elements, Principles of reaction in detail

1. BRYON MASSIALS & BENJAMIN COX
(SOCIAL ENQUIRY MODEL)
DR. C. BEULAH JAYARANI
M.Sc., M.A, M.Ed, M.Phil (Edn), M.Phil (ZOO), NET, Ph.D
ASST. PROFESSOR,
LOYOLA COLLEGE OF EDUCATION, CHENNAI - 34

2. INTRODUCTION
•The social enquiry model is the
outcome of the efforts of Benjamin
Cox and Byron Massials.
•The essence of this model lies in
adopting social inquiry approach
especially useful for the teaching of
topics and contents related to
social sciences/studies of dealing
with the issues of social interests.
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3. Focus
•The model aims to help the students in
their adequate social development
by acquiring desirable social
virtues and characteristics.
•It focuses on the adoption of an
inquiry approach in dealing with the
matters of social interest and
corporate living and allows finding
out the solution of the problems
through inquiry, mutual discussion
and reflective thinking.
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4. PHASE OUTLETS
Phase I: Orientation of the
problem.
The students are made the other problem particularly of a social interest and significance.
This model clearly stated and analyzed for identifying its true nature, characteristics
Phase II Setting up of an
appropriate hypothesis
or hypotheses
The students try to provide the and then help in setting up an appropriate hypotheses or more than
one hypothesis tentative solution of the felt social issue or problem.
Phase III Collecting data or
evidences for the
verification of hypothesis
The students are made to collect suitable information, data and other need testing the validity of
their hypothesis.
They adopt a methodology inquiry for the collection of evidences in the classroom set-up, and in
their social and resources available outside the classroom.
Phase IV Analysis of data /
Evidence and Drawing
conclusions
The information, data, or evidences meant for the verification of or the other properly analyzed for
the acceptance and rejection of the set hypothesis.
Then if needed, may resort to the process of social enquiry and logical reasoning the most
appropriate solution of the felt social issues.
The conclusion, then accepted as a generalized statement or solution of the felt problem for its
similarly felt social issues or problems
Syntax
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5. Social system
• The social system prevailing in the implementation of this model is
moderately structured.
• As far as the initiation is concerned, it is the teacher who takes
initiative and keen interest for providing appropriate situation for the
felt social need, issues or problem.
• He is always there for supervising, guiding and directing their method
of social inquiry for arriving at some fruitful results.
• However, in no case he forces his opinions tries to provide
readymade solutions to the felt problem.
• The structure is kept quiet flexibility and unstructured for providing
reasonable freedom and timely opportunities to the students for
solving the social issues by their own enquiries, logical reasoning and
reflective thinking.
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6. Principles of providing
social environment
Principles of
providing opportunity
for social inquiry
Principles of guiding
them to arrive at the
correct solution.
Principles of reaction
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7. Principles of reaction
• Principles of providing social
environment:
• In the execution of this model, the
teacher has to provide a democratic
social environment for his students for
feeling, discussion and analysing some
or the other problems of social
concerns.
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8. Contd.,
• Principles of providing opportunity for
social inquiry
• The teacher has to provide adequate
opportunities to the students for finding out
the solution of the felt o that problem
through a systematic method of enquiry and
investigation. He must always be ready for
responding to the academic enquiry put to
him or suggest appropriate resources for
collecting reliable and valid
information/evidences for the verification of
the hypothesis.
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9. Contd.,
• Principles of guiding them to arrive at the correct
solution.
• The teacher was providing full freedom to the students
for the process of their enquiry and way of verification
of the set hypothesis, must properly help and guide
them for the appropriate analysis and interpretation of
the collected evidences resulting into the search of
correct solution of the felt problem.
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10. Support system
•This model required the following additional
support for its effective employment:
•a. The services of competent teachers well
versed in handling the social enquiry
procedures
•b. Enriched libraries, information centres,
and services of the experts in dealing with
social issues for helping the students in
gathering desired data and evidences.
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11. application
The model may be well used for the teaching of the topics, issues and
problems related to the subject of social studies.
It may also help the students for bringing desirable behaviours changes
in their affective domain particularly in the development of awareness
about the social issues and problems, acquisition of social virtues, and
characteristics and adaptation social environment.
For adopting the method of systematic enquiry as well as application
logic and reflective thinking for the solution of the felt problem, it may
also prove a helping hand in the development of higher cognitive
abilities among the students by organizing the teaching-learning
process at the reflective level
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12. REFERENCE
TNTEU – Study Material
Ram Publications
Sri Krishna Publications
Kaviyamala Publications
Mangal, s.k., Mangal, U. (2011). Essentials of educational
technology. New Delhi: PHI learning private limited.
Google Images
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