Approaches of Teaching

A. Discovery Approach

- Refers to an inductive method of guiding pupils to discuss and organize ideas and processes by themselves.

- Is the process by which the children under subtle direction go through the logical process of observation, comparison, and abstraction, generalization, and application (Lardizabal, et al.).

Definition Given by Other Authors:

1. It stresses the learning of concepts, theories, principles, and content through discovery rather than rote memorization (Anderson, 1969).

2. It is not only the act of finding out something unknown before mankind but also includes all forms of obtaining knowledge for oneself by the use of one’s own mind (Rowe, 1973).

3. Its main emphasis is on the teacher not telling the students the principle or generalization or rule when they are supposed to learn (Ausubel, 1961).

4. It allows the students to become “active in the learning process.” He must engage in doing, manipulating materials, and interpreting results. As a result, he discovers something (Hendrix, 1961).

Types of Discovery Approach:

1. Guided Discovery – the teacher tries to draw out from his pupils certain bits of information through properly organized questions and explanations leading them to the eventual discovery of particular concepts or principles.

2. Pure Discovery – the pupils are expected to arrive at certain concepts and principles completely by themselves.

3. Expository – the final answer or rule is presented to the student (Mayer, 2003).

Guidelines in the Use of Discovery Approach:

1. There should be a well-planned structural instructional strategy. The students should understand the problem very well. Data must be arranged systematically.

2. Teacher should not answer questions, although he can give clues and hints.

3. The teacher should not expect the students to find out for themselves all the concepts, ideas and generalizations of his course.

B. Conceptual Approach

- Choosing and defining the content of a certain discipline to be taught through the use of big or pervasive ideas as against the traditional practice of determining content by isolated topics (Dr. Liceria Soriano).

- Like other approaches, it is not a particular teaching method with specific steps to follow. It is more of a viewpoint of how facts and topics under a discipline should be dealt with (Garcia, 1989).

Both discovery and conceptual approach stresses on the cognitive learning: the learning of content or the acquisition of knowledge.

Conceptual approach requires the categorization of content from simple to complex level while discovery is generally concerned with the conscious effort of the learners to find out mere relationships between two given variables.

Conceptual approach involves more data collection usually through research while the discovery approach actively involves students to undertake experimental and investigative work.

HIERARCHY OF COGNITION

Reported by:

Junalyn Gale F. Diones

Conceptual Scheme

Principle

Generalization

Concept

Fact