Product-process,

conceptual- factual,
inquery- discovery
EDU 105.18 : LEARNING TO FUNCTION AS NATURAL SCIENCE
TEACHER

SUBMITTED BY,
NEENU.C.JOSEPH
NATURAL SCIENCE
1 ST B.Ed 2016-2018

INTRODUCTION
A teaching method comprise the

principles and methods used for

instruction to be implemented by
teachers to achieve the desired
learning or memorization by student.
Different method s of teaching should

be used as the means to achieve the

aims and objectives of teaching.
Teaching technique , it is a well

defined procedure used to accomplish

a specific activity or task.

PROCESS
In science the way of gathering information , thinking

measuring, problem solving etc, are called process of

science.
Basic process of science are
Observation
Comparison
Classification
Communication
Measurement
Estimation
Prediction.

The various process of science can be classified into five

categories.
Collection of data
Analysis of data
Synthesis of data
Evaluation of data
Application and generalization to new situations.

The process skills of science are

Identifying and controlling variables
Defining operationally
Forming hypothesis
Experimenting
Tabulating and graphing
Interpreting data
Testing hypothesis
Drawing conclusion.

PRODUCT
science as a
product

Rules

Laws

Theories

Principles

Concepts

Facts

terms

ENQUIRY APPROACHES
Teaching science through enquiry approach leads to the

unfoldments of the childs mind.

Enquiry supplements the existing set of knowledge.
It leads students with added strength to face the

challenges.
The spirit of enquiry invokes joy, thrill and excitement.
As science is an ongoing process of enquiry, children

should be made to learn science through that unique

nature.
Enquiry approach of teaching owes much to Joseph J

Schwab and Suchwan.

DISCOVERY APPROACH
In discovery approach of teaching science children

are provided opportunities to solve scientific

problems quite independently or through guided
approach by which they are made to fellow certain
systemic steps.

 The students are often sent to the laboratory as

researches or investigators.
The lesson starts with a problem students plan and

carry out their own procedures to solve the problem.

They collect and interpret data, formulate and test

hypotheses and draw their own conclusions.

The teacher only guides and encourages.
In discovery approach, children are engaged in the

process of science.
The discovery approach owes much to the ideas of
Amstrong, Bruner, Gangne and Plaget.

Limitation of Enquiry and Discovery approach

Time factor.
The content covered may be very limited.

MERITS
The objectives of discovery approach are much

broader.
What is lost in terms of subject content may be

gained in terms of the skill for scientific enquiry.

INDUCTIVE AND DEDUCTIVE

APPROACHES.
Inductive and deductive are

two techniques of thinking

reasoning used for arriving at
generalizations or valid
conclusions.
The Inductive and Deductive

approach is considered as a
complete method in the
teaching a generalizations,

INDUCTIVE THINKING
In induction thinking moves from particular to

general by closely observing and interpreting a

number of concrete examples the students arrive at
a generalization.
In this method rules are discovered, by pupils

themselves by studding enough number of

examples.
It gives opportunity for active participation by the

student in the process of discovery.

This reduces the dependence on memorization.

DEDUCTIVE THINKING
In this methods thinking moves from the general to

the particular abstract to concrete.

In this method the learner assumes a rules or

generalization and apply it to interpret a particular

situation or to further verify its acceptability.

DEDUCTIVE METHOD

INDUCTIVE METHOD

General to particular approach.

Particular to general approach.

It is a method of verification.

It is a method of discovery.

Very quick method as generalizations

are accepted.

Very slow method as a new

generalization has to be discovered.

Encourage dependence on accepted

principal.

Principles are independently

generated.

Leaner's get ready made knowledge.

Learner get first hand information.

Downward moment.

Upward moment.

CONCEPTUAL Vs FACTUAL APPROACH

Under the conceptual approach of

teaching, concepts are given central

position while facts are considered as
secondary.
The facts are formed into concepts they

can easily be remembered and applied.

Pupils can be made to attain such

concepts through observation, analysis

of attributes, comparison, classification,
definition and verification.
This approach can be qualified as the

conceptual approach in teaching

Approaching science through concepts makes

science learning natural and simple.

In factual approach of teaching science facts are

considered central.
This approach is applicable when the children are

having very little background knowledge required

for having very little background knowledge
required for assimilating and generalizing ideas to
abstract concepts.