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The Concept Development Model Analyzing Relationships Between Parts of A Concept. Gives students practice in categorizing Mental processes involved in developing concepts Start with concrete objects and progress to more complex ideas

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the concept development model analyzing relationships between parts of a concept
The Concept Development ModelAnalyzing Relationships Between Parts of A Concept
  • Gives students practice in categorizing
  • Mental processes involved in developing concepts
  • Start with concrete objects and progress to more complex ideas
  • Hilda Taba(1966)developed the model to enhance the thinking skills of students
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The Concept Development ModelAnalyzing Relationships Between Parts of A Concept by Hilda Taba (1966) used to enhance the thinking skills of students. It gives students practice in categorizing, and developing, extending and refining concepts

hilda taba
Hilda Taba

Inductive thinkingHilda Taba developed a multi-purpose approach that utilizes a method of three discreet stages. First students make observations (many observations not only a few) then they gather the similar items together, and finally they name each category. Students are then assigned to category groups and begin to research their topics. The role of the teacher is that of facilitator. The final report can be made using any one of the various reporting techniques available. The premise here, according to Taba is that children make generalizations after organizing the data.

  • Hilda Taba believed that students make generalizations only after information is organized. She believed that students could be led toward making generalizations through concept development and concept attainment strategies. According to Taba, the best way to deal with increase in knowledge is to emphasize the "acquisition, understanding, and use of ideas and concepts rather than facts alone."
  • Taba is known for her model of teaching involving inductive thinking. Using multiple strategies, according to Taba, can help students successfully solve problems. These inductive strategies are embedded in cognitive processes and require the learner to employ precise questioning techniques. Taba believed that: "To evolve a theory of curriculum development and a method of thinking about it, one needs to ask what demands and requirements of culture and society both are, both for the present and the future. Curriculum is a way of preparing young people to participate in our culture."