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Pedagogy of English

Social Inquiry Teaching Model

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karishmasmohan
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39 views15 pages

Pedagogy of English

Social Inquiry Teaching Model

Uploaded by

karishmasmohan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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SOCIAL INQUIRY

TEACHING MODEL
PRESENTED BY
KARISHMA S MOHAN
ROLL NO :57
INTRODUCTION
 Social inquiry is an integrated process of examining social issues,
ideas and themes.
This teaching model was developed by Byron Massialas and
Benjamin Cox.
Massialas and Cox (1966) believed that school fosters development
and inculcation of values in children and plays a role in ‘creative
reconstruction of culture’.
This model is also known as Critical Inquiry / Reconstruction
Interaction / Social Science inquiry model.
SOCIAL INQUIRY METHOD
Social inquiry method is helpful in identifying the social
issues and dealing with them effectively.
3 MAIN FEATURES OF SOCIAL INQUIRY
Open climate of discussion
Hypothesis as the focus of inquiry
Use of facts and evidence.
FUNDAMENTAL ASPECTS OF SOCIAL INQUIRY MODEL
1) FOCUS
 To enable students to develop skills in social inquiry research and to
develop deeper understanding about their local community.
 To develop competencies of problem solving and adjustments.
 To develop cultural characteristics among students.
 Development of social problem solving skill primarily through
academic inquiry and logical reasoning.
 To generate reflective classroom environment.
2) SYNTAX- SIX PHASES

• Development of general statement of a Problem


• Development of hypothesis
• Definition of the terms in hypothesis
• Verification of hypothesis
• Collecting evidences for verification of hypothesis
• Generalisation or statement about solution.
 SYNTAX
Development of general statement of a problem
Teacher introduces a problem or case to the students
highlighting a social issue or social evil.
Teacher can give the problem in advance or make the students
to choose the problem of their own.
Development of hypothesis

A hypothesis a proposed solution to a problem or part of a


problem.
Students under the guidance of teacher will start proposing
various hypothesis to the problem.
Definition of the terms in Verification of
hypothesis hypothesis

 Students will define and  A hypothesis is tested by


clarify terms and concepts discussing , debating, and
used in the hypothesis arguing the various
 By defining and clarifying questions raised by
the meaning of words and students in the group.
concepts, the group greatly
improves the chance that
hypothesis, evidence and
arguments will at least be
understood by the
participants.
Collecting evidences for verification of hypothesis

 For this use of data collection method such as surveys, questionnaire,


interviews can be done. Based on the evidence collected students
further refine their positions by restating and clarifying the stand taken
and give reasons.
Generalisation or statement about solution.
 A hypothesis which survives examination and testing represents the
“solution” to the problem. Students will finalise the solution based on
the collection and verification of data.
3) SOCIAL SYSTEM
 Inquiry instruction stresses the importance of
 Open discussion
Equal chance to participate
Experiential and explorative study
Academic research is promoted
Each student is given a chance to present their view in a
discussion.
4) PRINCIPLE OF REACTION
• Teacher will initiate the process and guide the students in each
phase of this model. He/She will initiate the discussion and will
ask questions relate to the problem in discussion .
Principles of providing social environment
Principles of providing opportunity for social inquiry
Principles of guiding them to arrive at the correct solution.
5) SUPPORT SYSTEM
The support system relates to the additional requirements other
than the usual human skills or capacities of the teacher and the
facilities usually available in the ordinary classroom.
Various support system includes library resources, access to
expert opinions, interviews, questionnaire, observation schedule,
survey, news report, data collection and use of source documents.
APPLICATION
 This model is applicable at secondary and higher
secondary level. Because it involves higher reflective
thinking, critical thinking skills, mental or cognitive
activities.
It also encourages social inquiry and problem solving
attitude.
It is applicable in solving social problems.
To enable them to frame conclusions based on facts.
DRAWBACKS
Inquiry materials may be available but that does not insure that
the teacher and students effectively utilize them to engage in
inquiry discussion.
Not all discussions classified by researchers as inquiry are
reflective in nature.
It involves a lot of preparation and planning time.
Improper settings can also deteriorate its effectiveness.
CONCLUSION

Students’ creative and productive thinking is developed. This


model teaches to verify the truth on the basis of available facts and
pays attention to the scientific attitude of students.

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