Transcript Applied science model
Slide 1
Prepared by:
Asma’ Abu Qubeita
and
Raghdah Al- Hamed
1
Slide 2
The Rationalist,
“Technical Rationality”
or Applied Science Model
2
Slide 3
•
It is referred to as “Learn- the- theory- then –
apply- it” model. Student teachers are
educated if they master the scientific
knowledge. This knowledge reflects the
findings of research which is going to be
used to develop theories of learning and
general pedagogical knowledge. Teachers
then are expected to transfer the acquired
knowledge
to
pedagogical
content
knowledge.
3
Slide 4
• According to applied science model,
teachers can use the findings of
empirical research to solve their
teaching problems.
4
Slide 5
5
Slide 6
WHO IS THE
TRAINER??
In this model trainers
“experts” are not
teachers, they could
be university
professors who do
not have direct
contact with the
practice of classroom
teaching.
6
Slide 7
Who is the practitioner in this
model?
•
TEACHERS
• What they have to do is
to receive theories. Then,
they are asked to apply
them in their classes. In
addition, the model
neglects selfdevelopment or
awareness of their role
not only as teachers, but
as teacher-researchers
in their classrooms.
7
Slide 8
Trainees
misunderstanding
There is
something
wrong with the
scientific
knowledge or
experimentation
base
Failure
in
Practice
Inappropriate
applying of
the findings,
8
Slide 9
Separation of Research and
Practice
This model separates research from practice
concerning:
1. People, researchers are not the practitioners.
2. Place, universities are separated from
schools .As a result, researchers and experts
are away from schools , the field of
practitioners.
3. Methods of working, every person has
different work, professionals are working to
find the fundamental theories, while
practitioners are applying them. Most of time
experts write in a difficult technical language
9
Slide 10
Could the Teacher Be a
Researcher?
• To undermine
dichotomy between
theory and practice,
it was recommended
that teachers should
be interested in
research relevant to
classroom
environment
“Action Research”.
10
Slide 11
Microteaching and Applied
Science
According to Wallace, microteaching is a
training context in which teaching situation
has been reduced in scope and/or
simplified in some systematic way.
Reducing the scope of teaching may be by:
• Simplifying the teacher’s task.
• Shortening the length of the lesson.
• Reducing the size of class.
11
Slide 12
Stages of Microteaching
Briefing
The Teach
• Giving information about the skill being taught and
the way of teaching.
• Teaching the micro classroom which is usually
videotaped.
Critique:
• The recorded micro lesson is discussed, analyzed
and evaluated.
Reateach
• Practicing the same skill in the light of discussion
until mastering it. “To ensure competence”.
12
Slide 13
Merits and Demerits
Slide 14
Merits
The Applied Science Model has the
following plus points:
1-This model takes into account the
crucial element of the increasing growth
of relevant scientific knowledge in recent
times.
2- Its theory oriented study provides
much opportunity for the learner
(teacher) to achieve received
knowledge.
Slide 15
Demerits
• In spite of its wide-spread usage, it has some
shortcomings:
1- Changes at the practical level applied by
practitioners (teachers) are not taken into
consideration; therefore, their value is
underestimated, which creates a separation
between research and professional practice.
• 2- The most serious problem occurs when the
students are asked to apply on their own the
scientific theories they have learned in
classroom.
Slide 16
3-Another shortcoming . is the Applied
Science Model’s failure to address
adequately many of the important issues in
teaching English. There has been relatively
little research that directly concerns the
teaching and learning of English in the
class.
Slide 17
4-Many researchers claim that trainees who
take courses based on the Applied Science
Model feel that such courses do not help
them develop professionally, that is, the
theoretical studies are of no help.
17
Slide 18
The learner
Passive
He doesn’t ask
questions; he just
follows
the instructions
Slide 19
6- The Applied Science Model is somewhat
limited in scope as it does not take care
of student- teachers’ self-development or
awareness of their role not only as
teachers but as teacher-researchers in
their classrooms.
Slide 20
What kind of knowledge is this
model based on???
Slide 21
7- In Applied Science Model
teaching is based on external
knowledge; it basically depends
on rules and principles derived
from other knowledge sources (
research and trainers)
Slide 22
8- The
Applied Science Model is
Prescriptive
It relies on encouraging teachers
to follow proven theories rather
than intuitive
individual learning methods
Slide 23
9- The Applied Science Model is a product
oriented model. It follows various
established methods and theories to
improve teaching ability. In this model ,it is
difficult for anyone to express his /her
creativity.
Slide 24
10- Its major shortcoming is that it has not
been able to deliver a relevant “scientific”
solution to the various professional
dilemmas that the teacher faces in real-life
classroom situations.
24
Slide 25
Thank You
25
Prepared by:
Asma’ Abu Qubeita
and
Raghdah Al- Hamed
1
Slide 2
The Rationalist,
“Technical Rationality”
or Applied Science Model
2
Slide 3
•
It is referred to as “Learn- the- theory- then –
apply- it” model. Student teachers are
educated if they master the scientific
knowledge. This knowledge reflects the
findings of research which is going to be
used to develop theories of learning and
general pedagogical knowledge. Teachers
then are expected to transfer the acquired
knowledge
to
pedagogical
content
knowledge.
3
Slide 4
• According to applied science model,
teachers can use the findings of
empirical research to solve their
teaching problems.
4
Slide 5
5
Slide 6
WHO IS THE
TRAINER??
In this model trainers
“experts” are not
teachers, they could
be university
professors who do
not have direct
contact with the
practice of classroom
teaching.
6
Slide 7
Who is the practitioner in this
model?
•
TEACHERS
• What they have to do is
to receive theories. Then,
they are asked to apply
them in their classes. In
addition, the model
neglects selfdevelopment or
awareness of their role
not only as teachers, but
as teacher-researchers
in their classrooms.
7
Slide 8
Trainees
misunderstanding
There is
something
wrong with the
scientific
knowledge or
experimentation
base
Failure
in
Practice
Inappropriate
applying of
the findings,
8
Slide 9
Separation of Research and
Practice
This model separates research from practice
concerning:
1. People, researchers are not the practitioners.
2. Place, universities are separated from
schools .As a result, researchers and experts
are away from schools , the field of
practitioners.
3. Methods of working, every person has
different work, professionals are working to
find the fundamental theories, while
practitioners are applying them. Most of time
experts write in a difficult technical language
9
Slide 10
Could the Teacher Be a
Researcher?
• To undermine
dichotomy between
theory and practice,
it was recommended
that teachers should
be interested in
research relevant to
classroom
environment
“Action Research”.
10
Slide 11
Microteaching and Applied
Science
According to Wallace, microteaching is a
training context in which teaching situation
has been reduced in scope and/or
simplified in some systematic way.
Reducing the scope of teaching may be by:
• Simplifying the teacher’s task.
• Shortening the length of the lesson.
• Reducing the size of class.
11
Slide 12
Stages of Microteaching
Briefing
The Teach
• Giving information about the skill being taught and
the way of teaching.
• Teaching the micro classroom which is usually
videotaped.
Critique:
• The recorded micro lesson is discussed, analyzed
and evaluated.
Reateach
• Practicing the same skill in the light of discussion
until mastering it. “To ensure competence”.
12
Slide 13
Merits and Demerits
Slide 14
Merits
The Applied Science Model has the
following plus points:
1-This model takes into account the
crucial element of the increasing growth
of relevant scientific knowledge in recent
times.
2- Its theory oriented study provides
much opportunity for the learner
(teacher) to achieve received
knowledge.
Slide 15
Demerits
• In spite of its wide-spread usage, it has some
shortcomings:
1- Changes at the practical level applied by
practitioners (teachers) are not taken into
consideration; therefore, their value is
underestimated, which creates a separation
between research and professional practice.
• 2- The most serious problem occurs when the
students are asked to apply on their own the
scientific theories they have learned in
classroom.
Slide 16
3-Another shortcoming . is the Applied
Science Model’s failure to address
adequately many of the important issues in
teaching English. There has been relatively
little research that directly concerns the
teaching and learning of English in the
class.
Slide 17
4-Many researchers claim that trainees who
take courses based on the Applied Science
Model feel that such courses do not help
them develop professionally, that is, the
theoretical studies are of no help.
17
Slide 18
The learner
Passive
He doesn’t ask
questions; he just
follows
the instructions
Slide 19
6- The Applied Science Model is somewhat
limited in scope as it does not take care
of student- teachers’ self-development or
awareness of their role not only as
teachers but as teacher-researchers in
their classrooms.
Slide 20
What kind of knowledge is this
model based on???
Slide 21
7- In Applied Science Model
teaching is based on external
knowledge; it basically depends
on rules and principles derived
from other knowledge sources (
research and trainers)
Slide 22
8- The
Applied Science Model is
Prescriptive
It relies on encouraging teachers
to follow proven theories rather
than intuitive
individual learning methods
Slide 23
9- The Applied Science Model is a product
oriented model. It follows various
established methods and theories to
improve teaching ability. In this model ,it is
difficult for anyone to express his /her
creativity.
Slide 24
10- Its major shortcoming is that it has not
been able to deliver a relevant “scientific”
solution to the various professional
dilemmas that the teacher faces in real-life
classroom situations.
24
Slide 25
Thank You
25