Question

Statement I : It's designed to strengthen students knowledge of particular subject matter at any given time and the way it is organised.

Statement II : It is designed to teach organised bodies of content having a series of inter-related concepts or generalisations, and is also intended to develop the process skills.

The above cited statements supports :

• A. Concept attainment model of teaching
• B. Jurisprudential model of teaching
• C. Advance organiser model of teaching
• D. Inquiry training model of teaching

Answer 1

Answer:

C. Advance organiser model of teaching

• Statement I : The Advance Organizer Model, introduced by David Ausubel, focuses explicitly on strengthening a student's cognitive structure. It enhances their existing knowledge of a subject matter and optimizes the way that knowledge is organized and structured in the mind.

• Statement II : This model acts as a conceptual framework presented before new learning material. It is designed to help teachers systematically present organized bodies of content consisting of interconnected concepts, rules, and generalizations while simultaneously sharpening cognitive process skills.

• Concept attainment model of teaching: Developed by Jerome Bruner, this model is specifically meant to teach students how to categorize, identify, and understand concepts through examples and non-examples. It does not focus on organizing vast bodies of structured factual content like an advance organizer does.

• Jurisprudential model of teaching: Created by Donald Oliver and James P. Shaver, this model is geared toward helping students think systematically about contemporary social and legal issues. It uses case studies and democratic dialogues to resolve public policy problems rather than building standard academic subject structures.

• Inquiry training model of teaching: Formulated by Richard Suchman, this model aims to train students to engage in independent scientific research processes to discover why events occur. It prioritizes the inductive exploration of puzzles rather than the reception of predefined, highly organized bodies of interconnected conceptual knowledge.