2. Process of using THEORY
observations to
develop general
principles about a TENTATIVE
specific subject. HYPOTHESIS
Conclusion is likely
based on premises
Involves a degree of PATTERN
uncertainty
also referred to as
the scientific OBSERVATION
method
5. any instruction that begins with a challenge
and accomplish the desired learning in the
process of responding to it
challenge may come in the form of a
question that needs an answer, observation
or data set to be interpreted, or hypotheses
to be tested
6. students are presented with a challenge and
left to work out the solution on their own
uses trial and error
guided discovery
7. students are confronted with an ill-
structured, authentic (real-world) problem
to solve
usually in teams
emphasis not on a correct answer but on
investigative process
8. Students are presented with an assignment
that requires that they design or produce a
deliverable. The final product may be a
formal written or oral presentation of their
processes and outcomes. Project-based
learning can be assigned to individuals or
teams. Unlike problem-based learning, this
style of inductive learning provides the
student with the necessary background
knowledge and is focused more on the
solution.
9. Students are presented with real-life scenarios,
or cases, in which they hypothetically assume
various roles. The cases tend to be very well
structured filled with elaborate details to
incorporate many of the variables real-life
problems contain. Students learn to apply
material that has already been covered in class
and is somewhat familiar. Case-based learning
can be assigned to individual students or to
teams. Studies have shown that case-based
instruction significantly improves student
retention, reasoning and problem-solving skills
and higher-order skills on Bloom's taxonomy.
10. Students are presented with conceptual
questions at the beginning of class. These
questions are usually done in an electronic or
web-based mode so they can be accessed
immediately. The teacher then uses the
findings of that exam to adjust the lesson
and address misconceptions the students may
have about the subject content. This method
is classified as inductive because the
students are being asked questions about
material they have not yet studied. This
method is used primarily in higher education.
11. The learners are more engaged in the
teaching-learning process with our
facilitating skills, the learners formulate the
generalization.
Learning becomes more interesting at the
outset because we begin with what they
know
It helps the development of our learner’s
higher-order-thinking-skills (HOTS). To see
and analyze the same in order to arrive at
generalizations requires analytical thinking.
12. Itrequires more time and so less
subject matter will be covered. It
needs much time to lead students to
the formulation of generalizations.
Itdemands expert facilitating skills
on part of the teacher. He/she needs
to ask the right questions and
organize answers.
13. Usingthe inductive method, the teacher
presents the students with a specific
challenge or problem, such as an experiment
that needs to be interpreted, or a real-world
problem that needs to be solved. The
students must then use their base-knowledge
to investigate, test, analyze and come to
their own conclusion or solution. The
inductive method, which is commonly
interpreted in schools as the scientific
method is widely used as a guide for
observation and inquiry based learning.
14. The inductive method is an extremely
effective process for obtaining general,
observation-based information about the
world.
The inductive method is one of the most
common and natural forms of making logical
assumptions about what we observe.
It allows us to gather ideas about an infinite
number of events or phenomena in real life.
It guide students through critical thinking,
awareness, evaluation of what they observe,
and the drawing of logical conclusions.
