PRAGNA GRANT BABAT LATEST PARIPATRA DATE :- 05-12-2019.
Teachers working with key stage pupils might, for instance, focus on the subject Conant of science and develop science skills from these areas of experience. this product centred approach could for example give rise to oral explanations and demonstrations of scientific knowledge, and from time to time practical activities designed to provide direct experience of with opportunities to explore and investigate these phenomean.
in providing a conceptual structure to help the learner build a functional mental representation the teacher highlighted what is relevant and the nature of the relationship between the elements. for example the teacher might explain the compressibility of air in a bicycle pump by describing it as dispersed particles which may be brought closer or else by comparing it with the behaviour of a spring.
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 eith little or on 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 relationship in the topic under study and may be given an opportunity to test and review 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 hypothesizing 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 apprecate the purpose of the activity, but did not develop either conceptual or procedure understanding exclusively. scoence activities and experiments.
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