PADTAR PRASHNO NA NIRAKRAN BABAT.
TEACHER WORKING WITH KEY STAGE PUPILS MIGHT , FOR INSTQNCE , FOCUS ON THE SUBJECT CONTENT OF SCIENCE AND DEVELOP SCIENCE SKILLS FROM THESE AREAS OF EXPERIENCE .THIS PRODUCT CENTRED PPROACH COULD FOR EXAMPLE GIVE RISE TO ORALEXPLANATIONS AND DEMONSTRATIONS OF SCINTIFIC KNOWLEDGE ,AND FROM TIME TO TIME PRACTICAL ACTIVITES DESIGNED TO PROVIDE DIRECT EXPERIENCE OF PHENOMENA WITH OPPORTUNITIES TO EXPLORE AND INVESTIGATE THESE PHENOMENA .IN PROVIDING A CONCEPTUAL STRUCTURE TO HELP THE LEARNER BHILD A FUNCTIONAL MENTAL REPRESENTATION,THE TEACHER HIGHLIGHTS WHATS IS RELEVANT AND THE NATURE OF THE RELATION SHIPS BETWEEN THE ELEMENTS.
IN CONTRAST ,TEACHERS NIGHT 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 ON DIRECT TEACHING OF CONCEPTS. IN THIS CASE A CONCEPTUAL STRUCTURE IS WITHHELD.
PADTAR PRASHNO NA NIRAKARAN BABAT
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O COURSE, OTHER TEACHERS MIGHTB 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 EATURES ALEADY IDNTIFIED BY THE TEACHER , AND WITH SOME CONCEPTUAL KNOWLEDGE ABOUT THE SUBJECT THAT ENABLES THEM TO APPRECIATE THE PURPOSE OF THE ACTIVITY.
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