Social inquiry model of teaching ppt

Social inquiry model of teaching ppt

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  SOCIAL INQUIRY MODEL OF TEACHING SOCIAL INQUIRY MODEL KANWARJEETKAUR NANGLI M .ED SEM IV EDUCATION DEPARTMENT GURU NANAK DEV UNIVERSITY AMRITSAR
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  THE SOCIAL INTERACTIONTEACHING MODEL : The teaching models of this family aim to develop social efficiency among the pupils . The social interaction sources emphasize the relationship between the persons and his society.
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  THE MODELS BELONGINGTO THIS FAMILY :  GROUP INVESTIGATION MODEL  ROLE PLAYING MODEL  JURISPRUDENTIAL INQUIRY MODEL  LAB TRAINING MODEL  SOCIAL STIMULATION MODEL  SOCIAL INQUIRY MODEL
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  THE SOCIAL INQUIRYMODEL : • Byron- massialas and benjamin cox developed the social inquiry approach as it applies to social studies teaching . • It is natural instinct of learner to inquire .
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  Hilda Taba utilisedthis academic feature of inquiry to develop “the inductive model of teaching’’. Richard Suchman used the same concept of inquiry to develop “the inquiry training model “to teach science subject
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  For teaching viasocial inquiry model , MASSIALAS and cox stressed on 3 characteristics of a reflective classroom :  open climate of discussion  hypothesis as the focus of inquiry  use of facts and evidence
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  PHASES OF SOCIALINQUIRY MODEL : Phase 1 Orientation Phase 2 Hypothesis Phase 3 Definition Phase 4 Exploration Phase 5 Evidencing Phase 6 Generalization
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  ASPECTS OF SOCIALINQUIRY MODEL : 1. FOCUS  main objective is to develop social and cultural characteristics among students.  second focus is to generate reflective classroom environment
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  2. SYNTAX: MODELCONSISTS OF 6 PHASES PHASE 1 orientation of a problem and development of a general statement of a problem. PHASE 2 hypothesis are developed ,which can guide to inquiry. PHASE 3 definitions of terms in the hypothesis. PHASE 4 verification of hypothesis in terms of their logical validity. PHASE 5 collecting evidences and facts for verification of hypothesis. PHASE 6 generalization or statements for the solution of the problem.
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  PHASE I : Theteacher introduces to the students the case , which may be a historical event or a political event or narrate a story depicting a social issue/cause , show a film highlighting a social evil and so on .
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  PHASE II : Studentssynthesize the facts and organize them into a policy issue . They bring out the values inherent in the issue like freedom of speech or freedom of religion and also bring out conflicting values .
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  PHASE III : Studentsstate their own stand on the issue , which is based on reasoning .
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  PHASE IV : Thequestions raised by students are further discussed , debated and argued in the group . The student can be confronted and probed by teachers and peer group .
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  PHASE V : Studentsfurther refine their positions by restating and clarifying the stand taken and give reasons .
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  PHASE VI : Theirpositions are further tested by identifying and examining the underlying factual assumptions .
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  3. SOCIAL SYSTEM: It is moderately structured .The teacher is more active and is generally initiator of inquiry and observes that pupils move phase to phase . Students are responsible for its developments and the social norms .There is an open discussion among equals .
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  4. SUPPORT SYSTEM: In this teaching model,problem solving approach is used , open –ended library-resources and access by experts opinions are needed . The main resources for evidence are utilized so that hypothesis may be tested.
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  4 CLASSROOM APPLICATION: A social studies class may be oriented by a problem. it helps the learning to examine certain facts on the basis of evidences. The syntax of this model is based upon scientific and reflective thinking. Thus, it provides an opportunity to the students to develop scientific attitude for finding out the solution of a problem.