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
Statethe QuestionMake ObservationsForm a HypothesisTestAnalyzeDraw a Conclusion
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
students are presented with a challenge and left to work out the solution on their own uses trial and error guided discovery
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
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.
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 Blooms taxonomy.
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.
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.
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.
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.
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.