2. Conceptual
approach
It is choosing and defining content of a
certain discipline to be taught through the
use of big and pervasive ideas
It is using the content as a means of
leading the students to discover the laws
and principles or generalizations that
govern a particular subject or discipline
3. The main pervasive theme
Conceptual underlying a major field
scheme
Statement of fundamental
principle processess
General statement generalizatio
relating two n
concepts
concept
Synthesis of facts
A simple statement of
fact
truth
4. Terma Concept
Fact Books have four squares;
chalkboard has four squares;
Concept Chalkborad, books etc have four
side having the same shape and
charactyeristics
Generalization Quadrilaterals are figures with
four sides
Principle Quadrilateral is a closed figure
having four sides and a kind of
polygon
Conceptual scheme Polygons are figures that could be
found in the environment
5. Concept Concept
attainme formatio
nt n
Conceptual
approach
Inductiv Deductiv
e method e method
7. Is the process of defining concepts by
finding those attributes that are
absolutely essential to the meaning and
disregarding those that are not
It also involves learning to dicriminate
between what is and is not an example of
the concepts
It helps the learners attain the meaning
of concepts through the inductive
process of comparing examples and non-
examples until a defifnition is derived
8. Determine if the concept is
step 1: select and appropriate and teachable
define a concept according to this model. The
definition should be clear and
the attributes are identifiable
Step 2: Select the Determine those qualities that
attributes are essential to the concept
It is the stage where the key
Step 3: develop concept are being developed
positive and through the essential and
negative examples nonessential attributes given by
students
9. Step 4: The stage of explaining
introduce the clearly what you will be
process to the doing and what each step will
students entail
Step 5: present
the examples The listing out of positive
and the list of and negative attributes
attributes
Step 6: Develop The stage of using the
a concept positive attributes to help
definition students define the concept
10. It is the stage of improving the
Step 7: give meaning for the students who
additional comprehends slowly and a
exampples reinforcement to those fast
learners
Step 8: discuss
the process with This helps them to see how
the class concepts are formed
It is to determine if the concept
Step 9: evaluate has been retained by the
students
12. The important principle
underlying this method is
that understandings are
built, not acquired
It helps students think
effectively, refining and
extending students’
understanding to approach
new information they
13. Step 1: list as
many as possible
that are What do you see? Notice? Find
associated with here?
the subject
Step 2: group the
items because Do any of these items seem to
they are alike in belong together?
some ways
Step 3: label the
groups by
defining the Why would you group them
lreasons for together?
gruoping
14. Step 4: regroup Could some of these belong in
individual or one group?
whole groups Can we put these items in
under groups different groups
Step 5: synthesize
the information
by summarizing Can someone say in one
the data and sentence something about all
forming these groups?
generalization
Step 6: evaluate assessment
students progress
16. form of reasoning in which a general law
is derived from a study of
particular objects or specific processes.
Students use measurements, manipulators
orconstructive activities and patterns etc
to discover a relationship. They later
formulatea law or rule about that
relationship based on their observations,
experiences,inferences and conclusions.
17. Example 1: Ask pupils to draw a
number of triangles. Ask them to
measure the three
angles of each triangle and find
their sum. They will find that the
sum of the three
angles of all triangles is 180o.
18. Example 2: Ask pupils to find the
sum of two odd numbers like
3+5=8, 5+7=12,
9+11=20, etc. They will find that
the sum of two odd numbers is an
even number.
19. Steps in the inductive
method:
1) The first step is clear recognition of
the problem. It should be clearly
understood and defined by the pupils.
2) Once the problem has been defined,
the child should start searching for
data fromall possible sources like
books, magazines, journals, making
visits to certain places etc.
20. Steps in the inductive
method:
3) Under the guidance of the
teacher, the pupils organize the data
which they havecollected from
various sources. They select relevant
data and discard irrelevantmaterial.
21. Steps in the inductive
method:
4) By studying particular instances,
the pupils frame possible solutions
5) These solutions are discussed,
argued and judged. Thus tentative
solutions are eliminated and only the
probable solutions remain.
22. Steps in the inductive
method:
6) The solutions are applied to the
situation and results are verified.
23. Merits of Inductive
method
1) This method is psychological.
The student feels interested in
experiments,experiences and
discoveries.
2) This method fosters
independence and self-confidence
in the pupil which proves very
useful in later life.
24. Merits of Inductive
method
3) In this method, children discover the
solution themselves. Hence it develops and
encourages initiative and creative thinking.
4) Inductive method takes into
consideration all the maxims of good
teaching. Theprocess of induction calls for
perception, reasoning, judgment and
generalization.
25. Merits of Inductive
method
4) All that is learnt using inductive
method is remembered easily as it is
self-acquired.
5) In this method, the pupils observe
and analyze particular objects of
similar and different nature and try
to arrive at general truth.
27. is the method in which the law is
accepted and then applied to a number
of specific examples. The child does
not discover the law but develops skills
in applying the same, proceeds from
general to particular or abstract to
concrete.
28. Steps involved in
deductive method
1) Like the inductive method, the
first step is the clear understanding
of the problem.
2) It may involve the study of a
particular thing and phenomenon.
29. Steps involved in
deductive method
3) Principles and generalizations are
reviewed to find the one which may be
applicable to find a solution.
4) Principles and generalizations are
reviewed to find the one which may be
applicable to find a solution.
30. Steps involved in
deductive method
5) Verification of the inference is
done by applying it to a case. If it
solves the problem then it is accepted
otherwise the procedure is repeated
to find the correct one.
31. Merits of deductive
method
1) Deductive method is short and
time-saving. It takes little time to
solve the problem by predetermined
formulae.
2) This method is very useful for
small children because with small
children we generally use story or
telling method.
32. Merits of deductive
method
3) In the deductive method, the teacher’s work is
very much simplified. He/she simply gives a rule
and asks the pupils to verify it by application to
several concrete examples. For example, students
are told that the
area of rectangle = Length xBreadth. Then a few
sums are solved before the students. The
students apply these formulae to solve these
problems and they memorize it for future use.
33. Merits of deductive
method
4) This method glorifies memory, as
the students have to memorize a
considerable number of formulae and
definitions.
5) This method is adequate and
advantageous during practice and
revision stage.
6) This method is very useful for
small children
