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Wilson 1981 model barriers
Wilson 1981 model barriersPallavi Belkar
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The document discusses models of information seeking behavior and definitions. It provides an overview of several models:
1. Wilson's 1981 model proposes that information needs arise from basic physiological, cognitive, or affective needs, and that barriers related to personal, social, or environmental contexts can impede information seeking.
2. Dervin's 1983 sense-making theory focuses on how individuals make sense of information.
3. Ellis's 1989/1993 model outlines common information seeking strategies.
4. Kuhlthau's 1991 model describes stages of information seeking, from initial uncertainty to increased understanding.
5. Wilson's 1996 expanded model incorporates insights from other fields to provide a more comprehensive understanding of information behaviorCurriculum models and types
Curriculum models and typesCarl Richard Dagalea
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This document discusses different models and types of curriculum. It describes curriculum models as approaches, methods, and procedures for teaching and learning tailored to specific student groups. Curriculum can be subject-centered or student-centered, traditional or innovative, topic-based or competency-based. Four broad categories of curriculum design are presented: traditional, student-centered, critical, and structural. Specific models like Tyler, Taba, and Saylor/Alexander are outlined. Eleven different types of curriculum are also defined, including overt, societal, hidden, null, phantom, concomitant, rhetorical, curriculum-in-use, received, internal, and electronic curriculum.Models of curriculum
Models of curriculumj_allsopp
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The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.Curriculum design and models
Curriculum design and modelsPrincess Lalwani
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The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.Model and Theories of Information Seeking
Model and Theories of Information SeekingPerpustakaan Al-Basuti
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Thomas Daniel Wilson is a prominent British scholar in information science. He is professor emeritus at the University of Sheffield and has published extensively on information seeking behavior over several decades. His early models from 1981 conceptualized information behavior and seeking. A later 1996 model expanded on these, and his 1999 nested model framed information behavior as problem-solving within a social and work context. Wilson's research and models have significantly advanced understanding of how people interact with information.Information seeking behavior
Information seeking behaviorPunjab University
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This document summarizes Nicholas Belkin's theory of anomalous state of knowledge (ASK), which proposes that information needs arise from gaps or anomalies in a person's knowledge. It compares the traditional information retrieval model to Belkin's ASK model, which recognizes that users may not be able to precisely specify their information need when they have an incomplete understanding. The document also outlines some applications of anomaly detection and discusses implications of Belkin's theory, such as the need to represent information needs differently than the best-match approach used by most search systems.Information Behavior: Theories, Models & Studies (20091208)
Information Behavior: Theories, Models & Studies (20091208)Charles (XXC) Chen
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This document discusses different conceptual frameworks for studying information behavior. It covers cognitive approaches, which focus on how individuals perceive and process information based on their world views and mental models. Social approaches are also discussed, which examine how social contexts and relationships influence information meaning and value. The document provides examples of classic models from these perspectives, such as Ellis's information seeking model and Chatman's work on information poverty.Curriculum theory
Curriculum theorykalmalhy
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This document discusses curriculum theory, including definitions of theory, sources of theories, and functions of theories. It provides an overview of the historical development of curriculum theory from the early 20th century to current approaches. Key figures and their contributions are outlined, such as Bobbitt, Rugg, Dewey, Tyler, Eisner, and Pinar. Different theoretical camps like traditionalists, conceptual empiricists, and reconstructionists are also summarized. The document concludes by discussing aims, goals, and objectives in curriculum and sources that have influenced them over time.Curriculum Theory 
Curriculum Theory IER, University of the Punjab
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To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
Wilson 1996
Wilson 1996kalpita potawad
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Wilson's 1996 model of information behavior expanded on his 1981 model. The 1996 model explains why information seeking occurs in response to some needs more than others, why some information sources are used more, and how self-efficacy influences meeting information goals. The model includes theoretical concepts like stress/coping theory, risk/reward theory, and social learning theory. It represents a major revision that draws from various fields and makes it a richer source of hypotheses than the 1981 model.Theories of curriculum design
Theories of curriculum designmursyidalam
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This document provides an overview of theories of curriculum design. It discusses three basic curriculum designs: subject-centered designs, learner-centered designs, and problem-centered designs. Subject-centered designs include subject designs, discipline designs, broad-fields designs, correlation designs, and process designs. Learner-centered designs cover child-centered design, experience-centered design, romantic/radical design, and humanistic design. Problem-centered designs focus on life-situations designs and reconstructionist design. Guidelines for curriculum design include forming a committee and gathering data to inform the design process.Curriculum Design Models
Curriculum Design ModelsHanimarcelo slideshare
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This document outlines different approaches to curriculum design, including subject-centered, discipline, correlation, broad field/interdisciplinary, and learner-centered designs. Subject-centered design focuses on textbook content for specific subjects. Discipline design focuses on academic disciplines. Correlation design links subjects to reduce fragmentation. Broad field design prevents compartmentalization by integrating related contents. Learner-centered designs make the learner the center, including child-centered, experience-centered, and humanistic approaches that focus on the needs, interests, experiences and self-direction of the learner.Models of curriculum
Models of curriculumAbdulrahman Al'uganda
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The document discusses four models of curriculum development:
1) Hilda Taba model which involves teacher involvement and 8 steps including identifying student needs and developing objectives.
2) Tyler model which focuses on determining educational purposes, experiences, organization, and evaluation.
3) Saylor, Alexander, and Lewis model which starts with goal-setting and ends with curriculum evaluation.
4) Oliva model which presents curriculum development as a 12 or 17 step comprehensive and systematic process starting with needs assessment and ending with curriculum evaluation.Curriculum Design Models
Curriculum Design ModelsRuth Flores
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This document discusses different curriculum design models:
1. Subject-centered design organizes curriculum around academic subjects and focuses on mastery of content. It is the most familiar model but can lead to compartmentalization of learning.
2. Learner-centered designs like child-centered, experience-centered, and humanistic models make the learner's interests, needs, and experiences the starting point for curriculum. They aim to develop the whole child.
3. Problem-centered design organizes subjects around problems for students to solve through inquiry. It engages students with authentic real-world problems.
The core design model focuses on common human activities and problems to provide general education through interdisciplinary study.Taba model of curriculum 
Taba model of curriculum Muhammad Javed Iqbal
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This document discusses curriculum development and Hilda Taba's model for curriculum design. It defines curriculum as activities designed by teachers and students to achieve educational goals. Curriculum development is the systematic planning of what is taught and learned, as reflected in courses of study. Taba's model involves 7 steps: 1) diagnosing student needs, 2) formulating objectives, 3) selecting content, 4) organizing content, 5) selecting learning experiences, 6) organizing learning experiences, and 7) evaluating. This grass-roots approach places teachers at the center of curriculum design rather than higher authorities.Field Study 4 Exploring the Curriculum
Field Study 4 Exploring the CurriculumJames Robert Villacorteza
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The document discusses the components that make up a school curriculum. It includes a school's vision, mission, and goals, which are important in designing the curriculum. The curriculum components guide how the school will be run and help achieve its aims. Methods and strategies employed by the school community to realize these goals include orienting students to the vision and mission and adopting teaching approaches that engage and develop lifelong learners. The curriculum also considers the needs of diverse learners through its components and approaches.Taba model of curriculum development
Taba model of curriculum developmentI E R umiversity of peshawar
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This document provides an overview of curriculum models proposed by Hilda Taba, including a description of Taba's background and philosophical ideas. It outlines Taba's inductive model of curriculum development, which begins with diagnosing learner needs and involves teachers. The key steps in Taba's model are identifying student needs, formulating objectives, selecting and organizing content, choosing learning experiences, and determining evaluation. Taba's grassroots approach emphasizes addressing student needs and giving teachers a role in curriculum development.Indian education system
Indian education systemshamsg2001
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- In India, teachers (gurus) are highly respected and seen as instrumental in guiding students to God. The tradition of gurukuls involved students living with their teacher and helping with daily life in exchange for education.
- The Vedas are among the oldest texts of Hinduism, dating back to around 1500 BC. Key figures like Ved Vyasa compiled and organized the Vedic mantras.
- Over time, universities and institutions of learning were established across India, such as Taxila, Nalanda, and early medical colleges. Reforms under British rule formalized the education system but also aimed to further their own interests.
- Post-independence, the government took control ofMore Related Content
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Curriculum Theory
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To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
Wilson 1996
Wilson 1996kalpita potawad
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Wilson's 1996 model of information behavior expanded on his 1981 model. The 1996 model explains why information seeking occurs in response to some needs more than others, why some information sources are used more, and how self-efficacy influences meeting information goals. The model includes theoretical concepts like stress/coping theory, risk/reward theory, and social learning theory. It represents a major revision that draws from various fields and makes it a richer source of hypotheses than the 1981 model.Theories of curriculum design
Theories of curriculum designmursyidalam
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This document provides an overview of theories of curriculum design. It discusses three basic curriculum designs: subject-centered designs, learner-centered designs, and problem-centered designs. Subject-centered designs include subject designs, discipline designs, broad-fields designs, correlation designs, and process designs. Learner-centered designs cover child-centered design, experience-centered design, romantic/radical design, and humanistic design. Problem-centered designs focus on life-situations designs and reconstructionist design. Guidelines for curriculum design include forming a committee and gathering data to inform the design process.Curriculum Design Models
Curriculum Design ModelsHanimarcelo slideshare
Ìý
This document outlines different approaches to curriculum design, including subject-centered, discipline, correlation, broad field/interdisciplinary, and learner-centered designs. Subject-centered design focuses on textbook content for specific subjects. Discipline design focuses on academic disciplines. Correlation design links subjects to reduce fragmentation. Broad field design prevents compartmentalization by integrating related contents. Learner-centered designs make the learner the center, including child-centered, experience-centered, and humanistic approaches that focus on the needs, interests, experiences and self-direction of the learner.Models of curriculum
Models of curriculumAbdulrahman Al'uganda
Ìý
The document discusses four models of curriculum development:
1) Hilda Taba model which involves teacher involvement and 8 steps including identifying student needs and developing objectives.
2) Tyler model which focuses on determining educational purposes, experiences, organization, and evaluation.
3) Saylor, Alexander, and Lewis model which starts with goal-setting and ends with curriculum evaluation.
4) Oliva model which presents curriculum development as a 12 or 17 step comprehensive and systematic process starting with needs assessment and ending with curriculum evaluation.Curriculum Design Models
Curriculum Design ModelsRuth Flores
Ìý
This document discusses different curriculum design models:
1. Subject-centered design organizes curriculum around academic subjects and focuses on mastery of content. It is the most familiar model but can lead to compartmentalization of learning.
2. Learner-centered designs like child-centered, experience-centered, and humanistic models make the learner's interests, needs, and experiences the starting point for curriculum. They aim to develop the whole child.
3. Problem-centered design organizes subjects around problems for students to solve through inquiry. It engages students with authentic real-world problems.
The core design model focuses on common human activities and problems to provide general education through interdisciplinary study.Taba model of curriculum
Taba model of curriculum Muhammad Javed Iqbal
Ìý
This document discusses curriculum development and Hilda Taba's model for curriculum design. It defines curriculum as activities designed by teachers and students to achieve educational goals. Curriculum development is the systematic planning of what is taught and learned, as reflected in courses of study. Taba's model involves 7 steps: 1) diagnosing student needs, 2) formulating objectives, 3) selecting content, 4) organizing content, 5) selecting learning experiences, 6) organizing learning experiences, and 7) evaluating. This grass-roots approach places teachers at the center of curriculum design rather than higher authorities.Field Study 4 Exploring the Curriculum
Field Study 4 Exploring the CurriculumJames Robert Villacorteza
Ìý
The document discusses the components that make up a school curriculum. It includes a school's vision, mission, and goals, which are important in designing the curriculum. The curriculum components guide how the school will be run and help achieve its aims. Methods and strategies employed by the school community to realize these goals include orienting students to the vision and mission and adopting teaching approaches that engage and develop lifelong learners. The curriculum also considers the needs of diverse learners through its components and approaches.Taba model of curriculum development
Taba model of curriculum developmentI E R umiversity of peshawar
Ìý
This document provides an overview of curriculum models proposed by Hilda Taba, including a description of Taba's background and philosophical ideas. It outlines Taba's inductive model of curriculum development, which begins with diagnosing learner needs and involves teachers. The key steps in Taba's model are identifying student needs, formulating objectives, selecting and organizing content, choosing learning experiences, and determining evaluation. Taba's grassroots approach emphasizes addressing student needs and giving teachers a role in curriculum development.Indian education system
Indian education systemshamsg2001
Ìý
- In India, teachers (gurus) are highly respected and seen as instrumental in guiding students to God. The tradition of gurukuls involved students living with their teacher and helping with daily life in exchange for education.
- The Vedas are among the oldest texts of Hinduism, dating back to around 1500 BC. Key figures like Ved Vyasa compiled and organized the Vedic mantras.
- Over time, universities and institutions of learning were established across India, such as Taxila, Nalanda, and early medical colleges. Reforms under British rule formalized the education system but also aimed to further their own interests.
- Post-independence, the government took control of