ગુજરાત રોજગાર સમાચાર ડાઉનલોડ
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..