TEACHING OF BIOLOGY

SUBMITTED TO :
MA’AM RYMA NAJAM
SUBMITTED BY :
AMBREEN FATIMA - (2014-1508)
HAFSA BAIG - (2014-1510)
TAYYABA KHALID - (2014-1534)
RAMSHA IJAZ - (2014-1537)
B.S.ED(HONS)
5TH SEMESTER
DEDUCTIVE AND INDUCTIVE
TEACHING METHOD
Teaching Method
• A teaching method comprises the principles and methods used for
instruction to be implemented by teachers to achieve the desired
learning or memorization by students. These strategies are
determined partly on subject matter to be taught and partly by the
nature of the learner.
TYPES OF TEACHING METHODS

• LECTURE METHOD.
• THE DISCUSSION METHOD.
• DEDUCTIVE INDUCTIVE TEACHING METHOD
• THE DEMONSTRATION LESSON.
• BUZZ GROUPS.
• BRAINSTORMING.
• ROLE PLAYS.
• Karl Popper (1959) suggests the
deductive method.

Lakatos (1970) applied the

deductive model only within a
research program
DEDUCTIVE METHOD OF TEACHING
Bob Adamson
The deductive method is often criticized
because:
a) it teaches grammar in an isolated way;
b) little attention is paid to meaning;
c) practice is often mechanical.”
• This method can, however, be a viable option in
certain situations
for example,
• when dealing with highly motivated students,
• teaching a particularly difficult concept,
• or for preparing students to write exams.
DEDUCTIVE METHOD OF TEACHING
• (Shaffer, 1989)
In deductive (rule-driven, top-down) teaching the teacher introduces
and explains the concept and the rules relating to it.
• Then the teacher lets students to practice the new concept.
GENERAL RULE > EXAMPLES > PRACTICE
Explanation of deductive method
example
When teaching a new grammar concept,

The teacher will introduce the concept,

Explain the rules related to its use, and

Finally the students will practice using the

concept in a variety of different ways.
STEPS OF DEDUCTIVE TEACHING METHOD
• Preparation
• Presentation
• Comparison and Absrtuction
• Generilization
• Application
Preparation
• Teaching and learning are the most central
activities of education; they involve the teacher,
The learner,
The content,
The strategies,
And the context for instruction.
 Presentation -
• Effective lecturers combine the talents of
• scholar,
• writer,
• producer,
• comedian,
• showman,
• and teacher in ways

that contribute to student learning.” Wilbert J. McKeachie, Teaching

Tips. An effective teacher is an excellent communicator and
therefore thinks about improving his or her presentation skills.
Comparison and absrtuction
Teacher compare different things
and provide knowledge
 Generilization
Generalization is the ability to use skills
• that a student has learned in new and
different environments.
• Whether those skills are functional or academic,
• once a skill is learned it needs to be used in
multiple settings.
Application
• - It teaches the skills necessary for creating a certain type of document in
the order of its structure and expansion.
DEDUCTIVE RESEARCH APPROACH
• Deductive reasoning works from the more general to the more
specific.
• Sometimes this is informally called a "top-down“ approach.
• Conclusion follows logically from premises (available facts)
INDUCTIVE METHOD OF TEACHING
• Bob Adamson
Inductive instruction makes use of student “noticing”. Instead of
explaining a given concept and following this explanation with
examples, the teacher presents students with many examples
showing how the concept is used. The intent is for students to
“notice”, by way of the examples, how the concept works.
(Stern, 1992)
•
In inductive (example-driven, bottom-up) teaching the teacher gives
students the data and lets students
• Draw their own conclusions from the data.
• The students notice how the concept is used and figure out, and
verbalise the rule.
• EXAMPLES > PRACTICE > GENERAL RULE
EXPLANATION OF INDUCTIVE
TEACHING METHOD
Example

• The students can begin by separating plants into different groups,

• Such as trees, flowers, bushes and grass.

• They can then go into these categories and discuss each

one in turn.

• From here, the class can split into groups to analyze their categories and
share their discoveries,

• Providing a better-rounded learning experience than they

would get by just reading about the types of plants and
answering questions about them.
STEPS OF INDUCTIVE TEACHING METHOD

• Presentation of Examples
• Observation
• Generalization
• Testing and verification.
Presentation of Examples
• - In this step teacher presents many examples of same type and
solutions of those specific examples are obtained with the help of the
student.
Observation
• After getting the solution,
the students observe
these and try to reach
to some conclusion.
Generalization
• After observation the
examples presented, the
teacher and children decide
some common formulae,
principle or law by logical
mutual discussion.
Testing and verification
• - After deciding some common
formula, principle or law, children
test and verify the law with the
help of other examples. In this way
children logically attain the
knowledge of inductive method by
following above given steps.
INDUCTIVE RESEARCH APPROACH

• Inductive reasoning works the other way, moving from specific

observations to broader generalizations and theories.
• Informally,, we sometimes call this a "bottom up“ approach
• Conclusion is likely based on premises.
• Involves a degree of uncertainty
How can a teacher decide which
method is the best choice for a given
topic?
• Both deductive and inductive sequences are valuable for
• teaching concepts,
• generalizations,
• processes,
• and skills.
• The teacher must decide which to select given the learning outcomes
desired and the composition of the class.
• When choosing, the teacher should consider a number of factors:
How personalized should the
learning be?

• Students will usually be more involved in the learning experience

and tend to participate more actively when an inductive approach is
used.
• If a deductive approach is chosen, it is important to structure the
learning experience in order to draw on students' prior experiences
and learning, and to provide for their active involvement.
Should learning experiences be predictable?

• The deductive approach is more predictable because

the teacher selects the information and the sequence
of presentation.
What depth of understanding and
rate of retention is desired?
• Students tend to understand and remember more when learning
occurs inductively.
How much time is available to
teach the material?
• The deductive approach is faster and can be an efficient way to teach
large numbers of facts and concrete concepts.
• Instructional methods tend to be either deductive or inductive,
although some methods use both. Many lessons can include both
approaches.
COMPARISON OF DEDUCTIVE AND INDUCTIVE TEACHING METHOD.
DEDUCTIVE METHOD INDUCTIVE METHOD

1. It does not gives any new knowledge. It gives new knowledge.

2. It is a method of verification. It is a method of discovery.

3. Child gets readymade information and makes Child acquires firsthand knowledge and information

use of it . by actual observation.

4. It is quick process. It is a slow process.

5. It encourages dependence on other sources. It trains the mind and gives self-confidence and

initiative.

6. There is less scope of activity in it . It is full of activity.

7. It is a downward process of thought and leads It is an upward process of thought and leads to
MERITS OF DEDUCTIVE METHOD OF
TEACHING
• Some educators have suggested that deductive teaching can be
critically important for students with learning disabilities.
• Some learn best through a deductive approach.
• Deductive learners like to have the general principles identified.
MERITS OF INDUCTIVE METHOD OF
TEACHING
• Students may draw approaches.
• Inductive approach can increase the creativity.
• Inductive approach showed better long-term retention ability.
• Meet the challenges of the new world.
DEMERITS OF DEDUCTIVE TEACHING
METHOD
• It doesn’t allow for divergent student thinking.
• It also doesn’t emphasize students reasoning and problem solving.
• Deductive approach cannot increase the creativities.
DEMERITS OF INDUCTIVE TEACHING METHOD
• Students may draw other meaning from the examples.
• The inductive approach may also take more time and be
less “efficient” then a deductive approach.
• Certain ideas do not lend themselves easily to an inductive-
teaching
CONCLUSION
• Both deductive and inductive teaching approaches should be
included in all courses.
• Each offers advantages to students with different learning strengths
and motivations.
• Varying the approach to teaching content can help to reach diverse
learning needs.
SUMMARY
• Deductive and inductive methods of teaching and learning are different
from each other in many aspects.
• One of the main differences is the flow of information and the involved
person. In inductive, the flow of information is from specific to general,
and it is more focused on the student.
• On the other hand, the deductive method’s information flow moves
from general to specific and is more involved with the teacher.
• To illustrate in an application, the deductive method introduces the
concept and its process before applying it in a test or activity.
Meanwhile, in the inductive method, the activity or test is introduced
first before a discussion of the concept.
• The deductive method is used in a large classroom setting while the
inductive method is effective when used on small groups or numbers of
students.
• The deductive method is traditional, structured, and predictable while
the inductive method is personalized and the concepts are easily
remembered and understood.
• The deductive method is a method of verification and comes from a
source while the inductive method is an approach of discovery and relies
on a student’s perspective or understanding of a concept.
• Deductive method does not gives any new knowledge while Inductive
method gives new knowledge.
• Deductive method is a method of verification while Inductive method
gives new knowledge.
• Deductive method is a method of verification while inductive method is a
method of discovery.
• In deductive method child gets readymade information and makes use of
it while in Inductive method child acquires firsthand knowledge and
information by actual observation.
• Deductive method is quick process while Inductive method is quick
process.
• In deductive method encourages dependence on other sources while
Inductive method trains the mind and gives self-confidence and initiative.
• There is less scope of activity in Deductive method while Inductive
method is full of activity.
• Deductive method is a downward process of thought and leads to
useful results. Inductive method is an upward process of thought
and leads to principles.
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