MEHSANA :- SHALA SAMAY MA FERFAR KARVA BABAT PARIPATRA.
Teachers Working With key Stage Pupils Might , For Instance , Focus on The Subject Content of science And develp Science Skills from These Areas of experience.This Product Centred Approach could for Example Give Rise to oral explanations And Demonstrations of Scienctific Knowledge and from time to time practical activities designed to provide direct experience of phenomena with opportunities to explore and investigate these phenomena. In Providing a Conceptual Structure to help The learne Build a Functional Mental representation The teqcher Highlights Whats 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 development scientific conceptual understanding from it .
Ths process Centred Approach could for Instance Offer The Children Experiments and Investigations As Starting Points for Acquiring Conceptual Knowledge with 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 Revise Their Ideas.
IMPORTANT LINK 🔗 ::::
Download Paripatra: From Here
Teachers Working With key Stage Pupils Might , For Instance , Focus on The Subject Content of science And develp Science Skills from These Areas of experience.This Product Centred Approach could for Example Give Rise to oral explanations And Demonstrations of Scienctific Knowledge and from time to time practical activities designed to provide direct experience of phenomena with opportunities to explore and investigate these phenomena. In Providing a Conceptual Structure to help The learne Build a Functional Mental representation The teqcher Highlights Whats 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 development scientific conceptual understanding from it .
Ths process Centred Approach could for Instance Offer The Children Experiments and Investigations As Starting Points for Acquiring Conceptual Knowledge with 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 Revise Their Ideas.
IMPORTANT LINK 🔗 ::::
Download Paripatra: From Here
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