Gavilán Model: What It Is And How It Is Applied To Solve Problems
Find information and different ways to solve a problem It is something that living beings need to do constantly in order to survive. This also extends to human beings, who are also characterized by having developed a society in which problems are not limited to immediate aspects related to survival but in the generation of different methods to solve abstract and complex problems (labor, social, logicians or scientists for example).
This is why from childhood and throughout education it is necessary to stimulate the ability to investigate, search and select information in order to solve certain problems. The methodologies and models used to achieve said stimulation can be multiple, an example of them being the so-called Gavilán model which we are going to talk about throughout this article.
The Gavilán model: an information search methodology
The Gavilán model is called a methodology consisting of four basic steps that aims to contribute to achieve valid, coherent, logical and rational investigations It is a methodology born and applied fundamentally in the academic field (both in school and university education).
The model in question seeks, on the one hand, to provide guidance to students regarding the methodology to be used when searching for information in order to be able to provide information while stimulating competence and mastery over the act of locating, selecting and using information. information.
This model It was prepared by the Gabriel Piedrahita Uribe Foundation (the name Gavilán comes from the childhood nickname given to this young man, who died at the age of 22 in a plane crash and shortly before graduating from Harvard as a teacher) given the difficulties that were observed in other educational models at the time. to ensure that the students carried out exhaustive and quality information searches in such a way that guidance was offered and allowed teachers to develop activities that allow the student to know a specific methodology to search for reliable information in the most optimal way possible.
The Gavilán model is a simple and easily understandable model at the various ages at which it is usually applied, dedicated to the search for information regarding very specific topics and problems and focused on the collection and analysis of information in itself and not so much about the real resolution of a problem. In other words, this model offers a framework or methodology, but not a solution to the questions that demand answers.
Its phases
As we have mentioned previously, the Gavilán model consists of a series of four steps or phases focused on the search and collection of information, each of them having different substeps within it.
Is about a simple process that can be followed by both students and professionals : Although the process focuses on the student or researcher, the model also offers different options to analyze and evaluate the process to the teachers who apply it, being able to carry out evaluations in each of the steps that are part of it. The steps in question would be the following.
1. Define the problem
Firstly, the Gavilán model proposes that in order to carry out good research, the first thing you need to do is define and delimit the problem or topic on which you want to investigate or that requires a solution. This seeks to learn to identify what they are working on, what the objective is and what they may need to get to it.
Within this step we must first ask a specific question, delimiting the topic or aspect that is intended to be worked on or the objectives to be achieved
Subsequently, this question must not only be identified but also analyzed in order to understand what they are looking for, what opinion or ideas they have on the matter and the difficulties that may entail the fulfillment of their objectives or resolution of the problem to be investigated.
After this, the subject will be required to generate a series of possible paths or processes that can be followed to obtain the information and the aspects of the question that can provide information to solve it In other words, draw up a research plan.
During the preparation of said plan, secondary questions will arise that, in essence, will provide us with more precise information about what we want to know and will allow us to have a more exact and precise vision of the topic.
2. Search and evaluate information
Once we have located what needs to be investigated and planned how we are going to do it, the next step is to take action: start searching for information. The objective of this step of the model is the development of information search skills.
First of all, it will be necessary to identify possible sources of information, assessing which could be the most appropriate and valid and the type of information they can obtain from them.
A second step would be to enter these sources of information or those that are available (since access to these is not always possible, especially), and proceed to search in them for the type of information that would be needed.
Once this is done and observing the type of source and its content The aim is for the student to be able to consider whether or not the source itself is reliable and valid.
3. Analyze the information
Although the previous step focused more on finding, accessing and evaluating the sources, in this third step the work will be carried out directly with the information to be worked on. Aspects such as the critical assessment of information, the use of resources or the search for coherence in information will be worked on.
First of all, the subject will have to proceed to read the information present in the previously evaluated sources and analyze what of that information fits the initial question or secondary questions
Once this is done, a critical analysis of the information that has been extracted must be carried out in order to assess whether it allows the resolution of the problems, or whether a deeper, more exhaustive exploration or through other sources may be necessary. You must not only read but also understand it and give it meaning.
Subsequently, with this information, an attempt will be made to answer the secondary questions, transforming the information based on what the subject has understood about it and its relationship with the questions asked.
4. Synthesize the information and use it
The last step of this model focuses on, having the information already extracted, generating content or giving a real answer to the initial questions or problems. Aspects such as the provision of meaning, the understanding of what explored and the capacity for both synthesis and application of what was analyzed
Initially, it will be necessary, having already answered the secondary questions that arose during the development of the intervention plan, to synthesize them and generate an answer to the main question that led to the research process.
After having this answer we should be able to apply it in specific situations, generating a product or using it to solve the underlying problem (even if it is at a theoretical level).
Finally, taking into account that the Gavilán model is focused on research, the last step will be to explain, express or record the results of the process. This is a step that lets others see the existence of a real investigation and the understanding and mastery of it.
A very useful model
The Gavilán model is relatively recent, but we are facing a simple and easily applicable model
In addition, it allows students to improve their skills in searching and managing information of different types, something essential in a computerized society (this model was created taking into account the high presence of information and communication technologies) and with access to a huge volume of information sources, many of which are unreliable, contradictory with other sources or outdated.
This is applicable to all types of research processes especially in the educational field but not limited to it (although scientific research generally requires a much more demanding process, for example when validating data).
