Abstract
Advance Organiser Model (AOM) is an information processing theory for meaningful verbal learning. According to Ausubel, meaningful verbal learning occurs in a situation where the material being presented to learners is related with the existing cognitive structure. The Inquiry Training Model (ITM) helps students learn to organise data, examine facts, reason about cause and effect, build and test theories and become independent learners. The present study compares the effect of AOM and ITM on the learning outcomes and retention of the prospective teachers in physical science education. The investigator adopted One-Group, Pre-test-Post-test design for the study. Thirty prospective teachers for experimental groups I and II were selected as the sample for the study. Experimental group I was taught by AOM and experimental group II was taught by ITM. Findings of the study reveal that learning outcome and retention of the experimental group I taught by AOM was significantly higher than that of the experimental group II taught by ITM.
Highlights
Education is the most crucial investment in human development
There is no significant difference between the experimental group I taught by Advance Organiser Model (AOM) & experimental group II taught by Inquiry Training Model (ITM) in the learning outcomes in physical science education before giving treatment
There is no significant difference between the experimental group I taught by AOM & experimental group II taught by ITM in the learning outcomes in physical science education after giving treatment
Summary
Education is the most crucial investment in human development. It develops the individual like a flower, which distributes its fragrance all over the environment. True education, it must be noted at the outset, is a powerful force in bringing about a desired change. Learning in any form is the starting point of the process of concept formation (Mangal, 1990). Information Processing Models (IPMs) of teaching attempts to develop concepts and systems of inquiry used by the discipline with the assumption that as a student learns the process and ideas of the discipline, he/she incorporates them into his/her own system and behave differently as a result
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: MIER Journal of Educational Studies Trends & Practices
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
