MORBI :- SHALA SAMAY MA FERFAR BABAT PARIPATRA.
July mas Ma Shala No Samay Savar No Rakhva Babat Paripatra.
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 With held .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.
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 Approcach in which the teacher proides a partial conceptual structure and leaves the remaninder for children to construct by inferring hypohesising , or testing their ideas
It could encourage lessons where children do inestigations with sme features already identified by the teacher and with someconceptual knowledge about the subject that enables them to appreciate the purpose of the activity conceptual knowledge about the subject that enables them to appreciate the purpose of the actiivty in contrast it could encourage lessons without a clea purpose which mixed different types of activity but didi not develop either conceptual or procedure understanding exclusively.
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