HOW DOES ADVANCE ORGANISER MODEL AFFECT THE LEARNING OUTCOMES IN COMPARISON TO INQUIRY TRAINING MODEL?

Authors

  • P.B Beulahbel Bency Principal, St. Joseph College of Education, Appicode, Tholayavattam, Tamil Nadu
  • Kaneez Nagarajan Research Scholar, St. Joseph College of Education, Appicode, Tholayavattam, Tamil Nadu

DOI:

https://doi.org/10.52634/mier/2012/v2/i1/1589

Keywords:

Information Processing Models, Inquiry Training Model, Advance Organiser Model,Learning Outcome and Retention.

Abstract

Advance Organiser Model (AOM) is an information processing theory for meaningful verbal learning. According to Ausubel, meaningful verbal learning occurs in a situation where the material being presented to learners is related with the existing cognitive structure. The Inquiry Training Model (ITM) helps students learn to organise data, examine facts, reason about cause and effect, build and test theories and become independent learners. The present study compares the effect of AOM and ITM on the learning outcomes and retention of the prospective teachers in physical science education. The investigator adopted One-Group, Pre-test-Post-test design for the study. Thirty prospective teachers for experimental groups I and II were selected as the sample for the study. Experimental group I was taught by AOM and experimental group II was taught by ITM. Findings of the study reveal that learning outcome and retention of the experimental group I taught by AOM was significantly higher than that of the experimental group II taught by ITM.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Downloads

Published

2012-05-10

How to Cite

P.B Beulahbel Bency, & Kaneez Nagarajan. (2012). HOW DOES ADVANCE ORGANISER MODEL AFFECT THE LEARNING OUTCOMES IN COMPARISON TO INQUIRY TRAINING MODEL?. MIER Journal of Educational Studies Trends and Practices, 2(1), 122–131. https://doi.org/10.52634/mier/2012/v2/i1/1589

Issue

Section

Articles

References

Abdallah, I. (2004). Design and initial validation of an instrument for measuring teacher beliefs and experiences related to inquiry teaching and learning and scientific inquiry. Dissertation Abstracts International,65(2), 456 – A.

Ausubel, D.P. (1963). The psychology of meaningful verbal learning. New York: Grune & Stratton.

Bency, P.B.B., & Raja, B.W.D. (2008). Effect of Ausubel's model of teaching on the achievement of secondary prospective teachers in physical science. KAAS Research Papers, Vol. 3.Nagercoil, India: KAAS.

Bency, P.B.B., & Raja, B.W.D. (2010 a).Performance in physical science education by dint of advance organiser model of teaching. i-manager's Journal on School Educational Technology, 6(1), 70 – 76.

Bency, P.B.B., & Raja, B.W.D. (2011).Spirit of inquiry and social intelligence of prospective teachers. Social Science Reporter, 1(1), 60 – 63.

Best, J.W., & Khan, J.V. (2003). Research in education (8th ed.). New Delhi: Prentice Hall of India.

Chauhan, S.S. (2009). Innovations in teaching in education. New Delhi: Sterling Publishers.

Chen & Baiyun. (2007). Effects of Advance Organizers on Learning and Retention form a fully web based class. Dissertation Abstracts International, 68(3), 856.

Christengen & Arthur, J. (2005). Science teachers' exploration of practice collaborative action research. Dissertation Abstracts International, 66(1), 69 – A.

Curry & John, H. (2005). Can advance organizers help reduce computer anxiety in prefer vice teachers? Dissertation Abstracts International,67(2), 523 – A.

Dange, J.K., Praveen, R., & Gangashree, G.V. (2008). Effectiveness of advance organiser model in relation to traditional teaching of biology. Indian Journal of Teacher Education. Anweshika, New Delhi.

Eric, F.X. (2006). Exploring teacher' beliefs and knowledge about scientific inquiry and the nature of science: A collaborative action research project. Dissertation Abstracts International, 65(12), 133 – A.

Garrett, H.E. (1961). Statistics in psychology and education. New Delhi: Paragon International Publishers.

Jimenez, L.M. (2005). Effectiveness of the scientific inquiry approach in teaching natural science to first-year college students in a Philippine University. Dissertation Abstracts International, 669(1), 133 – A.

Kahn, M.S. (2007). Educational research. New Delhi: APH Publishing Corporation.

Mahajan. (1992). A comparative study of the effectiveness of two models of teaching Bruner's concept attainment model and Ausubel's advance organiser model on the teaching abilities of student teachers and on achievement of various schools. In M.B. Buch, Fifth survey of research in Education (1988 – 1992). Vol.11. New Delhi: NCERT.

Mangal, S.K. (1990). Psychology – An introduction to human behaviour. New Delhi: Sterling Publishers.

Mehra, V. (2005). Educational technology. New Delhi: SS Publishers.

Moore, D.K, (2005). Effective instructional strategies from theory to practice. New Delhi: Sage Publications.

Nambiar, V.K.K. (2003). Psychology of learning and instruction. New Delhi: Neelkammal publications.

Prabha, S.L. (2008). Effectiveness of Ausubel's advance organizer model in learning Biology among Eight standard students. Unpublished M.Ed. thesis, Tirunelveli: Manonmaniam Sundaranar University. Purirajah (2008)

Purirajah, A. (2008). Exploring the quality and Credibility & of students' argumentations: Teacher facilitated technology embedded scientific inquiry. Dissertation Abstracts International, 68(11), 4596 – A.

Raja, B.W.D., & Bency, P.B.B. (2010 b).Effectiveness of inquiry training model in relation to traditional teaching of physical science. Journal of Educational Endeavours, 3(2), 69 – 72.

Rathod, M.B., &Verma, M. (2002). Comparison of integrated teaching strategy using concept attainment model and inquiry training model with conventional teaching in terms of inductive reasoning. In M.B. Buch, Fourth Survey of Research in Education 2(2). New Delhi: NCERT Sachdeva, M.S. (2004). A new approach to teaching learning process. Ludhiana: Bharat Book Centre.

Siddiqui, M.H. & Khan, M.S. (1991). Models of teaching – Theory and research. New Delhi: Ashish Publishing House.

Sidhu, R.P.K., & Singh, P. (2005). Comparative study of concept attainment model, advance organiser model and conventional method in teaching of physics in relation to intelligence and achievement motivation of ninth class students. Web: <http://www.aiaer .150m. com/ 18article & 22005.htm> .

Singh, D.K. (1990). Effectiveness of inquiry training model and concept attainment model over traditional teaching methods for teaching physical science. In M.B. Buch Fourth Survey of Research in Education (1983-88), 2(1037). New Delhi.

Singh, Y. K. (2005). Instructional technology in education. New Delhi: APH Publishing Corporation.

Sivakumar, P., & Krishnaraj, R. (2005). Information processing models of teaching theory and research. New Delhi: Neelkamal Publications.

Sivarajan, K., & Faziluddin, A. (2008). Science education methodology of teaching and pedagogic analysis.(4th ed.). Calicut: Calicut University, Central Cooperative Stores.

Sushma. (1991). Effectiveness of concept attainment model and biological science inquiry training model for teaching biological science to VIII standard students. Department of Education, BHU.

Tomar, A. (2005). Teaching of biology. New Delhi: Kalpaz Publications.