STD-5 HOME LEARNING STUDY MATERIALS VIDEOS ON DD GIRNAR;DIKSHA PORTAL VIDEOS
ધોરણ-૫ હોમ લર્નિંગ અભ્યાસ સામગ્રી ડીડી ગિરનાર પર વિડીયો દિક્ષા પોર્ટલ વિડીયો.
Everyday , students will be provided Home Learning study material via social media platforms and DD Girnar for the next August 2020.Home Learning Study materials
video Std 5 DD Girnar/Diksha portal video @ https://diksha.gov.in/, Home Learning Study materials video Std 3 to 12 DD Girnar/Diksha portal video. Gujarat Council of Educational Research and Training (GCERT) is a leading state. The latest Tweets from Doordarshan Girnar (@ddgirnarlive). ... Home Learning Classes : Educational Program.
HOME LEARNING DAILY PDF FOR STUDENTS. STUDENTS CAN WATCH VIDEO DIRECTLY AND. DOWNLOAD TEXTBOOK FROM PDF. CLICK ON VIDEO SYMBOL IN PDF AND START WATCHING:
In contrast, teachers might focus on the processes of science and develop scientific conceptual understanding from it. This process-centred approach could, for instance, offer the children experiments and investigations as starting points for acquiring conceptual knowledge with little or no direct teaching of concepts. In this case a conceptual structure is withheld. The onus is on the children to recall or construct a functional mental representation without reference to a teachers' description of one. Pupils might infer relationships in the topic under study and may be given an opportunity to test and revise their ideas.
Of course, other teachers might focus on a combination of these two approaches and develop scientific skills and conceptual understanding from in this combination. This mixed approach could be a balance or, perhaps, a compromise, between a product-centred and a process-centred approach, in which the teacher provides a partial conceptual structure and leaves the remainder for children to construct by inferring, hypothesising, or testing their ideas. It could encourage lessons where children do investigations with some features already identified by the teacher, and with some conceptual knowledge about the subject that enables them to appreciate the purpose of the activity. In contrast, it could encourage lessons without a clear purpose which mixed different types of activity, but did not develop either conceptual or procedure understanding exclusively..
