The document discusses several teaching methods including inductive, deductive, heuristic, analytic, synthetic, and project methods.
The inductive method involves using specific examples to derive generalizations and rules. It proceeds from particular to general. The deductive method starts with general rules and applies them to specific cases by proceeding from general to particular.
The heuristic method places students in the role of discoverers through experimentation and independent problem-solving. The analytic method breaks down problems into parts to connect known and unknown concepts, while the synthetic method combines known facts to arrive at unknown conclusions.
The project method emphasizes learning by doing through purposeful group activities carried out over time. It creates problematic situations for students to plan,
"Inductive & Deductive method" is one of the child centered approach. this PPT is useful for B.Ed, M.Ed and Dl.Ed students & also useful for teacher educators as a reference.
The document discusses the analytical and synthetic methods of teaching. The analytical method breaks down concepts into smaller parts, proceeding from the unknown to the known. It encourages original thinking but is time-consuming. The synthetic method combines known facts to derive new conclusions, proceeding from known to unknown. It is more efficient but encourages rote learning. Both methods have merits and limitations, so the best approach is to use a combination of analytical and synthetic methods to effectively teach mathematical concepts.
The document provides information on different methods of teaching mathematics, including the inductive method, deductive method, analytic method, and synthetic method. It compares and contrasts these methods and discusses their merits and demerits. The key points are:
- The inductive method proceeds from particular to general and known to unknown, using examples to derive rules and formulas. The deductive method goes from general to particular and abstract to concrete, applying given rules.
- The analytic method breaks problems down from unknown to known through analysis, while the synthetic method combines known elements to derive the unknown.
- Each method has advantages like developing different skills, but also limitations in terms of time efficiency, complexity of topics covered, and
The document discusses the inductive method for teaching mathematics. It begins by explaining that the inductive method is based on taking specific examples, observing patterns, and generalizing rules or formulas. It then provides steps for using the inductive method, including presenting examples, having students observe patterns, generalizing conclusions, and testing the conclusions. An example is given of showing that the sum of two odd numbers is even. Advantages are that it is logical and helps students understand how formulas are derived, while disadvantages are that it is time-consuming and not suitable for all topics. The inductive method is best for deriving rules, formulas, definitions and generalizations.
Inductive and deductive method of teaching
It is generally starts from the specific to general. This method is generally known as Statistical Method, Scientific Methods and Empirical Method It quite popular method for framing generalisation. In this method we proceed from Known/ Concrete to Unknown/ Abstract
This document discusses problem solving methods. It defines problem solving as discovering, analyzing, and solving problems to overcome obstacles. It outlines the advantages as developing skills and the drawbacks as requiring independent effort. It presents the essential qualities of a problem and major approaches: inductive starts broad and moves specific; deductive starts specific and moves broad; analytic breaks problems into parts; and synthetic combines known information. Finally, it provides an example of using these methods to solve a patient complaint issue in a hospital.
Advanced methods of teaching 110206221308-phpapp02Yasir Shafiq
The document discusses different teaching strategies including drill work, review, assignment, and inductive/deductive methods. Drill work involves revising lessons through repetition and practice. Review involves recalling previous lessons to strengthen understanding. Assignment refers to supplemental self-study work assigned by teachers. Inductive teaching moves from specific examples to general conclusions, while deductive teaching moves from general principles to specific applications.
The document discusses teaching methods for mathematics. It describes inductive and deductive methods. The inductive method proceeds from specific examples to general principles or rules. It is suitable for basic topics and helps students understand through critical thinking. The deductive method proceeds from general rules to specific cases by providing rules upfront for students to apply. It is suitable for topics involving formulas but may encourage memorization over understanding. Both methods have strengths and weaknesses depending on the topic and students.
"Inductive & Deductive method" is one of the child centered approach. this PPT is useful for B.Ed, M.Ed and Dl.Ed students & also useful for teacher educators as a reference.
The document discusses the analytical and synthetic methods of teaching. The analytical method breaks down concepts into smaller parts, proceeding from the unknown to the known. It encourages original thinking but is time-consuming. The synthetic method combines known facts to derive new conclusions, proceeding from known to unknown. It is more efficient but encourages rote learning. Both methods have merits and limitations, so the best approach is to use a combination of analytical and synthetic methods to effectively teach mathematical concepts.
The document provides information on different methods of teaching mathematics, including the inductive method, deductive method, analytic method, and synthetic method. It compares and contrasts these methods and discusses their merits and demerits. The key points are:
- The inductive method proceeds from particular to general and known to unknown, using examples to derive rules and formulas. The deductive method goes from general to particular and abstract to concrete, applying given rules.
- The analytic method breaks problems down from unknown to known through analysis, while the synthetic method combines known elements to derive the unknown.
- Each method has advantages like developing different skills, but also limitations in terms of time efficiency, complexity of topics covered, and
The document discusses the inductive method for teaching mathematics. It begins by explaining that the inductive method is based on taking specific examples, observing patterns, and generalizing rules or formulas. It then provides steps for using the inductive method, including presenting examples, having students observe patterns, generalizing conclusions, and testing the conclusions. An example is given of showing that the sum of two odd numbers is even. Advantages are that it is logical and helps students understand how formulas are derived, while disadvantages are that it is time-consuming and not suitable for all topics. The inductive method is best for deriving rules, formulas, definitions and generalizations.
Inductive and deductive method of teaching
It is generally starts from the specific to general. This method is generally known as Statistical Method, Scientific Methods and Empirical Method It quite popular method for framing generalisation. In this method we proceed from Known/ Concrete to Unknown/ Abstract
This document discusses problem solving methods. It defines problem solving as discovering, analyzing, and solving problems to overcome obstacles. It outlines the advantages as developing skills and the drawbacks as requiring independent effort. It presents the essential qualities of a problem and major approaches: inductive starts broad and moves specific; deductive starts specific and moves broad; analytic breaks problems into parts; and synthetic combines known information. Finally, it provides an example of using these methods to solve a patient complaint issue in a hospital.
Advanced methods of teaching 110206221308-phpapp02Yasir Shafiq
The document discusses different teaching strategies including drill work, review, assignment, and inductive/deductive methods. Drill work involves revising lessons through repetition and practice. Review involves recalling previous lessons to strengthen understanding. Assignment refers to supplemental self-study work assigned by teachers. Inductive teaching moves from specific examples to general conclusions, while deductive teaching moves from general principles to specific applications.
The document discusses teaching methods for mathematics. It describes inductive and deductive methods. The inductive method proceeds from specific examples to general principles or rules. It is suitable for basic topics and helps students understand through critical thinking. The deductive method proceeds from general rules to specific cases by providing rules upfront for students to apply. It is suitable for topics involving formulas but may encourage memorization over understanding. Both methods have strengths and weaknesses depending on the topic and students.
This document outlines the deductive method of teaching. It begins with an introduction to the topic and then discusses that deductive teaching presents rules and grammar structures before examples. It describes Aristotle as originating deductive reasoning and how it moves from general principles to specific cases. The document then lists the general stages of deductive teaching as planning, execution, and evaluation. It provides examples of deductive reasoning and outlines the steps as collecting information, reviewing it, drawing inferences, and verification. Finally, it discusses the merits of being time saving and simplifying work for the teacher, and the demerits of being difficult for beginners to understand and risking mechanical learning.
The document discusses various teaching strategies including drill work, review, assignment, and inductive and deductive methods. Drill work involves revising lessons through repetition and practice. Review involves recalling past lessons to strengthen understanding. Assignment refers to supplemental self-study to complement classroom lessons. Inductive teaching moves from specific examples to general principles, while deductive teaching moves from broad concepts to specific applications. Both methods have benefits like developing understanding, but inductive is better for beginners while deductive is more efficient.
The document discusses the deductive and inductive methods. The deductive method begins with a general rule or formula explained with examples, then applies the rule to solve problems. It is useful for practice but can encourage rote learning. The inductive method begins with specific examples to develop a general formula through comparison and generalization. It encourages understanding but can be time-consuming. Both methods have merits and demerits depending on the topic and students.
Copy of deductive and inductive method pptSaranyaShiv
The document discusses the deductive and inductive methods. The deductive method begins with a general rule or formula explained with examples, then applies the rule to solve problems. It is useful for practice but can encourage rote learning. The inductive method begins with specific examples to develop a general formula through comparison and generalization. It encourages understanding but can be time-consuming. Both methods have merits and demerits depending on the topic and students.
E_Lugosi Engage to Enhance Understanding and Success-1.pdfLucindaStanley
The document announces a conference on January 12-13, 2023 titled "Let's Engage" presented by Dr. Elizabeth Lugosi. It discusses strategies to improve student learning in Calculus I, including increasing baseline knowledge, emphasizing critical thinking and scaffolding, and building collaboration. A survey found that the strategies helped improve math skills and collaboration. Most students reported a good relationship with the professor and a positive learning environment. Students with prior math anxiety reported it was reduced. The strategies were deemed effective as the class average was 85% and students engaged well with the applied pedagogical approaches.
Problem solving is a process to choose and use the effective and beneficial tool and behaviours among the different potentialities to reach the target.
It contains scientific method, critical thinking, taking decision, examining and reflective thinking.
This method is used in the process of solving a problem to generalize or to make synthesis.
This document discusses different teaching approaches in mathematics:
1. The procedural approach emphasizes rote memorization of rules and formulas to solve problems.
2. The conceptual approach provides reasons for why algorithms and formulas work.
3. The inductive method uses specific examples to derive general mathematical facts or concepts.
4. The deductive method proceeds from general rules to specific applications through reasoning from hypotheses to conclusions.
This document discusses inquiry-based teaching methods including inductive, deductive, scientific, and problem-solving approaches. It provides objectives, definitions, characteristics, steps, roles of teachers, advantages and limitations for each method. The inductive method moves from specific to general, while deductive reasoning moves from general to specific. Scientific method involves defining problems, collecting/analyzing data, forming hypotheses, and applying solutions. For problem-solving, teachers facilitate small groups to tackle problems with decreasing guidance over time.
The document discusses maxims of teaching, which are simple guidelines or principles that help teachers make decisions during the teaching process. Some key maxims discussed include proceeding from the known to the unknown, from simple to complex, from concrete to abstract, and from analysis to synthesis. The maxims are based on the experiences of educators and are intended to facilitate the teaching and learning process. Examples are provided for how each maxim can be applied in practice.
The document discusses maxims of teaching, which are simple guidelines or principles that help teachers make decisions during the teaching process. Some key maxims discussed include proceeding from the known to the unknown, from simple to complex, from concrete to abstract, and from analysis to synthesis. The maxims are based on the experiences of educators and are intended to facilitate the teaching and learning process. Examples are provided for how each maxim can be applied in practice.
This document discusses maxims of teaching, which are simple guidelines or principles that help teachers make decisions during the teaching process. Some key maxims discussed include proceeding from the known to the unknown, from simple to complex, from concrete to abstract, and from analysis to synthesis. The maxims are based on the experiences of educators and are intended to facilitate the teaching and learning process. Following these maxims can help teachers achieve learning objectives and provide satisfaction for both students and teachers.
The document outlines the problem solving method, which involves using a process of reflective thinking or reasoning to find solutions to problems. It defines problem solving as using rules to achieve goals or as concept formation and discovery learning. The key steps in the problem solving method are: 1) identifying and defining the problem clearly, 2) analyzing the problem by identifying given facts, 3) formulating tentative hypotheses to search for tentative solutions, 4) testing hypotheses to find a valid solution, and 5) verifying and checking results. The method helps develop reasoning skills but requires talented teachers and is not suitable for lower classes.
Drill work is an important technique in teaching mathematics as it develops speed and accuracy through repetition. However, drill work has disadvantages if it becomes boring or takes too much time away from other techniques. To make drill work effective, it should be brief, interesting, and distributed over time with opportunities for students. While drill work improves basic skills, it is not optimal for developing logical thinking or problem solving abilities. Other techniques like fact fluency that encourage exploration and real-world application may be more efficient ways to improve students' mathematics skills.
This document provides an overview of the scientific method. It discusses the objectives and steps of the scientific method, including realizing a problem, defining it, analyzing it, collecting data, analyzing the information, framing a hypothesis, verifying the hypothesis, finding a solution, and applying solutions. The scientific method is presented as a way to develop scientific attitude and skills like data collection, analysis, and problem solving. Following the scientific method can make teaching and learning more effective.
The document discusses different teaching models including information processing models, behavioural models, personal models, and social models.
It describes several information processing models including Gagne's information processing model which outlines 8 stages of learning from motivation to feedback. It also discusses different types of inquiry teaching models.
Behavioural models discussed are direct instruction model, mastery learning, and programmed instruction model. Personal models covered are non-directive teaching, developing positive self-concepts, and project model.
Finally, the social model focuses on cooperative learning, group teaching, and simulation methods like role-play and sociodrama. The key aspects and importance of each model are highlighted.
Student-centered teaching methods focus on active learning where students solve problems, ask questions, and work collaboratively. These include cooperative learning, inquiry-based learning, and problem-based learning. Research shows student-centered methods lead to better learning outcomes than traditional teacher-centered lectures. The document then discusses several specific student-centered techniques like role modeling, computer-aided learning, discovery learning, and discussion-based learning. It emphasizes allowing student input and creativity while catering to individual needs.
Inductive method by Anna Mapeth EvangelistaBSEPhySci14
The inductive method is an indirect teaching approach where the teacher presents multiple examples to students rather than stating rules upfront. Students observe the examples, discuss patterns and commonalities, and work to generalize rules and conclusions. The key steps are: (1) presenting examples, (2) having students observe patterns, (3) guiding students to determine general rules or principles through discussion, and (4) testing understandings with new examples. Advantages include increased student engagement and starting with their prior knowledge, while disadvantages are that it requires more time and expert facilitation skills from teachers.
The document discusses different teaching models including information processing models, behavioral models, social models, and personal models. [1] It describes several information processing models such as the information processing model of memory, Gagne's information processing model, and different inquiry teaching models. [2] Behavioral models discussed include direct instruction model, mastery learning, and programmed instruction model. [3] Social models focus on group teaching, cooperative learning, role-playing, and sociodrama. Personal models center around non-directive teaching, developing positive self-concepts, and using project models.
The document discusses different principles of teaching approaches. It describes direct/expository approaches as being teacher-directed with a focus on skills and procedures. Indirect/guided approaches are more student-centered and aimed at developing concepts. Specific methods covered include deductive (starting abstract, ending concrete), inductive (reverse of deductive), demonstration, and direct instruction. The document provides examples and compares advantages and disadvantages of different approaches.
This document discusses healthy communication in conflict resolution. It defines healthy communication as communication that lacks judgment and allows both parties to understand each other. Conflict resolution is defined as a way for two or more parties to find a peaceful solution to a disagreement. The document then discusses factors that affect healthy communication in conflict resolution such as identity, security, and acknowledgement. It provides tips for maintaining healthy communication including being a good listener, showing respect, and giving constructive feedback. Finally, it discusses techniques for mastering healthy communication in conflict resolution, including trust, respect, awareness, empathy, and resolution.
PowerPoint Presentation For Social Studies with 10 Members.pptxJasonMarshall78
This document outlines the research of a group on social groups and their impact. It defines primary groups as personal, direct relationships like family and friends. Secondary groups are larger and goal-oriented, like schools and clubs. Formal groups have clear rules and goals, like the military. Informal groups are naturally formed based on shared interests, like friend circles. Being part of a group provides benefits like accountability, enhanced mental health, and opportunities for leadership. The conclusion thanks the group for their work presenting on these topics.
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This document outlines the deductive method of teaching. It begins with an introduction to the topic and then discusses that deductive teaching presents rules and grammar structures before examples. It describes Aristotle as originating deductive reasoning and how it moves from general principles to specific cases. The document then lists the general stages of deductive teaching as planning, execution, and evaluation. It provides examples of deductive reasoning and outlines the steps as collecting information, reviewing it, drawing inferences, and verification. Finally, it discusses the merits of being time saving and simplifying work for the teacher, and the demerits of being difficult for beginners to understand and risking mechanical learning.
The document discusses various teaching strategies including drill work, review, assignment, and inductive and deductive methods. Drill work involves revising lessons through repetition and practice. Review involves recalling past lessons to strengthen understanding. Assignment refers to supplemental self-study to complement classroom lessons. Inductive teaching moves from specific examples to general principles, while deductive teaching moves from broad concepts to specific applications. Both methods have benefits like developing understanding, but inductive is better for beginners while deductive is more efficient.
The document discusses the deductive and inductive methods. The deductive method begins with a general rule or formula explained with examples, then applies the rule to solve problems. It is useful for practice but can encourage rote learning. The inductive method begins with specific examples to develop a general formula through comparison and generalization. It encourages understanding but can be time-consuming. Both methods have merits and demerits depending on the topic and students.
Copy of deductive and inductive method pptSaranyaShiv
The document discusses the deductive and inductive methods. The deductive method begins with a general rule or formula explained with examples, then applies the rule to solve problems. It is useful for practice but can encourage rote learning. The inductive method begins with specific examples to develop a general formula through comparison and generalization. It encourages understanding but can be time-consuming. Both methods have merits and demerits depending on the topic and students.
E_Lugosi Engage to Enhance Understanding and Success-1.pdfLucindaStanley
The document announces a conference on January 12-13, 2023 titled "Let's Engage" presented by Dr. Elizabeth Lugosi. It discusses strategies to improve student learning in Calculus I, including increasing baseline knowledge, emphasizing critical thinking and scaffolding, and building collaboration. A survey found that the strategies helped improve math skills and collaboration. Most students reported a good relationship with the professor and a positive learning environment. Students with prior math anxiety reported it was reduced. The strategies were deemed effective as the class average was 85% and students engaged well with the applied pedagogical approaches.
Problem solving is a process to choose and use the effective and beneficial tool and behaviours among the different potentialities to reach the target.
It contains scientific method, critical thinking, taking decision, examining and reflective thinking.
This method is used in the process of solving a problem to generalize or to make synthesis.
This document discusses different teaching approaches in mathematics:
1. The procedural approach emphasizes rote memorization of rules and formulas to solve problems.
2. The conceptual approach provides reasons for why algorithms and formulas work.
3. The inductive method uses specific examples to derive general mathematical facts or concepts.
4. The deductive method proceeds from general rules to specific applications through reasoning from hypotheses to conclusions.
This document discusses inquiry-based teaching methods including inductive, deductive, scientific, and problem-solving approaches. It provides objectives, definitions, characteristics, steps, roles of teachers, advantages and limitations for each method. The inductive method moves from specific to general, while deductive reasoning moves from general to specific. Scientific method involves defining problems, collecting/analyzing data, forming hypotheses, and applying solutions. For problem-solving, teachers facilitate small groups to tackle problems with decreasing guidance over time.
The document discusses maxims of teaching, which are simple guidelines or principles that help teachers make decisions during the teaching process. Some key maxims discussed include proceeding from the known to the unknown, from simple to complex, from concrete to abstract, and from analysis to synthesis. The maxims are based on the experiences of educators and are intended to facilitate the teaching and learning process. Examples are provided for how each maxim can be applied in practice.
The document discusses maxims of teaching, which are simple guidelines or principles that help teachers make decisions during the teaching process. Some key maxims discussed include proceeding from the known to the unknown, from simple to complex, from concrete to abstract, and from analysis to synthesis. The maxims are based on the experiences of educators and are intended to facilitate the teaching and learning process. Examples are provided for how each maxim can be applied in practice.
This document discusses maxims of teaching, which are simple guidelines or principles that help teachers make decisions during the teaching process. Some key maxims discussed include proceeding from the known to the unknown, from simple to complex, from concrete to abstract, and from analysis to synthesis. The maxims are based on the experiences of educators and are intended to facilitate the teaching and learning process. Following these maxims can help teachers achieve learning objectives and provide satisfaction for both students and teachers.
The document outlines the problem solving method, which involves using a process of reflective thinking or reasoning to find solutions to problems. It defines problem solving as using rules to achieve goals or as concept formation and discovery learning. The key steps in the problem solving method are: 1) identifying and defining the problem clearly, 2) analyzing the problem by identifying given facts, 3) formulating tentative hypotheses to search for tentative solutions, 4) testing hypotheses to find a valid solution, and 5) verifying and checking results. The method helps develop reasoning skills but requires talented teachers and is not suitable for lower classes.
Drill work is an important technique in teaching mathematics as it develops speed and accuracy through repetition. However, drill work has disadvantages if it becomes boring or takes too much time away from other techniques. To make drill work effective, it should be brief, interesting, and distributed over time with opportunities for students. While drill work improves basic skills, it is not optimal for developing logical thinking or problem solving abilities. Other techniques like fact fluency that encourage exploration and real-world application may be more efficient ways to improve students' mathematics skills.
This document provides an overview of the scientific method. It discusses the objectives and steps of the scientific method, including realizing a problem, defining it, analyzing it, collecting data, analyzing the information, framing a hypothesis, verifying the hypothesis, finding a solution, and applying solutions. The scientific method is presented as a way to develop scientific attitude and skills like data collection, analysis, and problem solving. Following the scientific method can make teaching and learning more effective.
The document discusses different teaching models including information processing models, behavioural models, personal models, and social models.
It describes several information processing models including Gagne's information processing model which outlines 8 stages of learning from motivation to feedback. It also discusses different types of inquiry teaching models.
Behavioural models discussed are direct instruction model, mastery learning, and programmed instruction model. Personal models covered are non-directive teaching, developing positive self-concepts, and project model.
Finally, the social model focuses on cooperative learning, group teaching, and simulation methods like role-play and sociodrama. The key aspects and importance of each model are highlighted.
Student-centered teaching methods focus on active learning where students solve problems, ask questions, and work collaboratively. These include cooperative learning, inquiry-based learning, and problem-based learning. Research shows student-centered methods lead to better learning outcomes than traditional teacher-centered lectures. The document then discusses several specific student-centered techniques like role modeling, computer-aided learning, discovery learning, and discussion-based learning. It emphasizes allowing student input and creativity while catering to individual needs.
Inductive method by Anna Mapeth EvangelistaBSEPhySci14
The inductive method is an indirect teaching approach where the teacher presents multiple examples to students rather than stating rules upfront. Students observe the examples, discuss patterns and commonalities, and work to generalize rules and conclusions. The key steps are: (1) presenting examples, (2) having students observe patterns, (3) guiding students to determine general rules or principles through discussion, and (4) testing understandings with new examples. Advantages include increased student engagement and starting with their prior knowledge, while disadvantages are that it requires more time and expert facilitation skills from teachers.
The document discusses different teaching models including information processing models, behavioral models, social models, and personal models. [1] It describes several information processing models such as the information processing model of memory, Gagne's information processing model, and different inquiry teaching models. [2] Behavioral models discussed include direct instruction model, mastery learning, and programmed instruction model. [3] Social models focus on group teaching, cooperative learning, role-playing, and sociodrama. Personal models center around non-directive teaching, developing positive self-concepts, and using project models.
The document discusses different principles of teaching approaches. It describes direct/expository approaches as being teacher-directed with a focus on skills and procedures. Indirect/guided approaches are more student-centered and aimed at developing concepts. Specific methods covered include deductive (starting abstract, ending concrete), inductive (reverse of deductive), demonstration, and direct instruction. The document provides examples and compares advantages and disadvantages of different approaches.
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This document outlines the research of a group on social groups and their impact. It defines primary groups as personal, direct relationships like family and friends. Secondary groups are larger and goal-oriented, like schools and clubs. Formal groups have clear rules and goals, like the military. Informal groups are naturally formed based on shared interests, like friend circles. Being part of a group provides benefits like accountability, enhanced mental health, and opportunities for leadership. The conclusion thanks the group for their work presenting on these topics.
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The incorporation of a 3DCSM and completion of HRSC provided a tool for enhanced, data-driven, decisions to support a change in remediation closure strategies. Currently, an approved pilot study has been obtained to shut-down the remediation systems (ISCO, P&T) and conduct a hydraulic study under non-pumping conditions. A separate micro-biological bench scale treatability study was competed that yielded positive results for an emerging innovative technology. As a result, a field pilot study has commenced with results expected in nine-twelve months. With the results of the hydraulic study, field pilot studies and an updated risk assessment leading site monitoring optimization cost lifecycle savings upwards of $15MM towards an alternatively evolved best available technology remediation closure strategy.
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Water polluted by dyestuffs compounds is a global threat to health and the environment; accordingly, we prepared a green novel sorbent chemical and Physical system from an algae, chitosan and chitosan nanoparticle and impregnated with algae with chitosan nanocomposite for the sorption of Malachite green dye from water. The algae with chitosan nanocomposite by a simple method and used as a recyclable and effective adsorbent for the removal of malachite green dye from aqueous solutions. Algae, chitosan, chitosan nanoparticle and algae with chitosan nanocomposite were characterized using different physicochemical methods. The functional groups and chemical compounds found in algae, chitosan, chitosan algae, chitosan nanoparticle, and chitosan nanoparticle with algae were identified using FTIR, SEM, and TGADTA/DTG techniques. The optimal adsorption conditions, different dosages, pH and Temperature the amount of algae with chitosan nanocomposite were determined. At optimized conditions and the batch equilibrium studies more than 99% of the dye was removed. The adsorption process data matched well kinetics showed that the reaction order for dye varied with pseudo-first order and pseudo-second order. Furthermore, the maximum adsorption capacity of the algae with chitosan nanocomposite toward malachite green dye reached as high as 15.5mg/g, respectively. Finally, multiple times reusing of algae with chitosan nanocomposite and removing dye from a real wastewater has made it a promising and attractive option for further practical applications.
Improving the viability of probiotics by encapsulation methods for developmen...Open Access Research Paper
The popularity of functional foods among scientists and common people has been increasing day by day. Awareness and modernization make the consumer think better regarding food and nutrition. Now a day’s individual knows very well about the relation between food consumption and disease prevalence. Humans have a diversity of microbes in the gut that together form the gut microflora. Probiotics are the health-promoting live microbial cells improve host health through gut and brain connection and fighting against harmful bacteria. Bifidobacterium and Lactobacillus are the two bacterial genera which are considered to be probiotic. These good bacteria are facing challenges of viability. There are so many factors such as sensitivity to heat, pH, acidity, osmotic effect, mechanical shear, chemical components, freezing and storage time as well which affects the viability of probiotics in the dairy food matrix as well as in the gut. Multiple efforts have been done in the past and ongoing in present for these beneficial microbial population stability until their destination in the gut. One of a useful technique known as microencapsulation makes the probiotic effective in the diversified conditions and maintain these microbe’s community to the optimum level for achieving targeted benefits. Dairy products are found to be an ideal vehicle for probiotic incorporation. It has been seen that the encapsulated microbial cells show higher viability than the free cells in different processing and storage conditions as well as against bile salts in the gut. They make the food functional when incorporated, without affecting the product sensory characteristics.
Optimizing Post Remediation Groundwater Performance with Enhanced Microbiolog...Joshua Orris
Results of geophysics and pneumatic injection pilot tests during 2003 – 2007 yielded significant positive results for injection delivery design and contaminant mass treatment, resulting in permanent shut-down of an existing groundwater Pump & Treat system.
Accessible source areas were subsequently removed (2011) by soil excavation and treated with the placement of Emulsified Vegetable Oil EVO and zero-valent iron ZVI to accelerate treatment of impacted groundwater in overburden and weathered fractured bedrock. Post pilot test and post remediation groundwater monitoring has included analyses of CVOCs, organic fatty acids, dissolved gases and QuantArray® -Chlor to quantify key microorganisms (e.g., Dehalococcoides, Dehalobacter, etc.) and functional genes (e.g., vinyl chloride reductase, methane monooxygenase, etc.) to assess potential for reductive dechlorination and aerobic cometabolism of CVOCs.
In 2022, the first commercial application of MetaArray™ was performed at the site. MetaArray™ utilizes statistical analysis, such as principal component analysis and multivariate analysis to provide evidence that reductive dechlorination is active or even that it is slowing. This creates actionable data allowing users to save money by making important site management decisions earlier.
The results of the MetaArray™ analysis’ support vector machine (SVM) identified groundwater monitoring wells with a 80% confidence that were characterized as either Limited for Reductive Decholorination or had a High Reductive Reduction Dechlorination potential. The results of MetaArray™ will be used to further optimize the site’s post remediation monitoring program for monitored natural attenuation.
4. INDUCTIVE METHOD:
It is based on the process of induction; it leads from
concrete to abstract, particular to general and from examples to
the generalization.
Induction means; ―to provide the universal truth by
showing that if it is true for a particular case, it is true for all
such cases. In this method we arrive at a formula or
generalization through reasoning and solving problems.
5. E.g: To arrive at the generalization that: The sum of all the angles of
triangle is 180º.
1. The teacher draws different types of triangles and asks the students
to measure all the angles of the triangles and state the sum of the
three angles in each case.
2. Every time the students realize that the three angles measure up to
180º.
3. They observe the results and can make the generalization that ―The
sum of all the angles of triangle is 180º
Ex-2: Square of an odd number is odd &
Square of an even number is even.
Ex-3 : Sum of two odd numbers is even
6. Inductive approach proceeds from:
Particular cases to general rules of formulae
Concrete instance to abstract rules
Known to unknown
Simple to complex
Key Elements in Inductive Method:
Inductive approach is advocated by Pestalaozzi and Francis Bacon
Inductive approach is based on the process of induction.
In this we first take a few examples and greater than generalize.
It is a method of constructing a formula with the help of a sufficient number
of concrete examples.
Inductive approach is psychological in nature.
The children follow the subject matter with great interest and understanding.
This method is more useful in arithmetic teaching and learning.
7. Steps in Inductive Method:-
(a) Presentation of Examples (Number of Cases)
In this step teacher presents many examples of same type and solutions
of those specific examples are obtained with the help of the student.
(b) Observation:
After getting the solution, the students observe these and try to reach to some
conclusion.
(c) Generalization
After observation the examples presented, the teacher and children
decide some common formulae, principle or law by logical mutual discussion.
(d) 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.
8. Merits & Advantages:
It enhances self confident
It is a psychological method.
It is a meaningful learning
It develops scientific attitude.
It develops the habit of intelligent hard work.
It helps in understanding because the student knows how a particular
formula has been framed.
Since it is a logical method so it suits teaching of mathematics.
It is a natural method of making discoveries, majority of discoveries
have been made inductively.
It does not burden the mind. Formula becomes easy to remember.
This method is found to be suitable in the beginning stages.
9. Demerits & Disadvantages:
Certain complex and complicated formula cannot be generated so this
method is limited in range and not suitable for all topics.
It is time consuming and laborious method
It is lengthy procedure.
It’s application is limited to very few topics
It is not suitable for higher class
Inductive reasoning is not absolutely conclusive because the generalization
made with the help of a few specific examples may not hold good in all
cases.
Applicability of inductive method: Inductive approach is most suitable for
Rules are to be formulated
Definitions are be formulated
Formulae are to be derived
Generalizations or law are to be arrived at.
10. DEDUCTIVE METHOD:
It is the exact opposite of the inductive method. Over here we
proceed from general to particular, abstract to concrete. In this method
the rule or generalization or formula is given at the very beginning. Thus
the students are expected to apply these rules or formulae to solve the
sums. The formula or rule is accepted as the universal truth and the
student uses them to solve the problems.
E.g:The teacher states that: “The sum of all the angles of triangle is 180º”
1. In triangle PQR, measure of angle P is 50◦ the measure of angle Q is
75◦.Find the measure of angle R?
▲P+Q+R=180◦ i.e 50+75+R=180◦ R=180-125=55◦
2. In triangle XYZ measure of angle Z is 57◦ the measure of angle X is 97◦. Find the
measure of angle Y?
▲X+Y+Z=180◦ i.e 97+Y+57=180◦ Y=180-154=26◦
11. Deductive approach proceeds from:
General rules to specific cases
Abstract rules to concrete instance
Unknown to Known
Complex to Simple
Key Elements in deductive Method:
Deductive approach is advocated by Aristatile and Comenius
Deductive approach is based on the process of deductive reasoning.
12. Steps in deductive Method:-
(a)Clear Recognition of the problem
(b)Search for tentative hypothesis (Solutions)
(c)Formulation of a tentative hypothesis (choose the proper solution)
(d)Verification
Merits & Advantages:
Short and time saving method.
Method suits all types of students.
Suitable for all topics.
Provides sufficient examples for practice.
Speed and efficiency of doing sums increases.
13. Demerits & Disadvantages:
It is not a psychological method.
It encourages cramming.
Taxes the pupil‘s mind.
Students are passive learners and thus lose interest.
It puts more emphasis on memory.
Not suitable for the development of thinking, reasoning and discovery.
17. Analytical Method:
The meaning of the word analysis is to ―separate things that are
together. In this method we start from what is to be found or proved.
Thorndike says that, Analysis is the highest intellectual performance of
the mind.
Analysis also means, ―Breaking up of a given problem, so that it
connects with what is already known. In analysis we proceed from,
Unknown to Known.
It is derived from the word analysis,
Its means breaking up.
It leads to conclusion to hypothesis
It leads to unknown to known
It leads to abstract to concrete
18. Merits/Advantages:
It is a psychological method.
Facilitates understanding, as we discover facts.
Each step has reason and justification.
Student gains confidence and understanding.
Method suits the learner and the subject.
It develops the power of thinking and reasoning
It develops originality and creativity amongst the students.
In this method student’s participation is encouraged.
It develops self-confidence and self reliant in the pupil.
19. Demerits:
• It is time consuming and lengthy method, so it is uneconomical.
• Difficult to acquire efficiency and speed.
• Not applicable to all topics.
• Not suitable for students with weak conceptual knowledge.
• Every teacher cannot use this method successfully
Conclusion: So this method is particularly suitable for
teaching of Arithmetic, algebra and Geometry as it analyses the
problem into sub-parts and various parts are reorganized and
the already learnt facts are used to connect the known with
unknown. It puts more stress on reasoning and development of
power of reasoning is one of the major aims of teaching of
mathematics.
20. Synthetic Method:
The word synthesis simply means, ―To place things together or to
join separate parts. It is the process of relating known bits of data to a
point where the unknown becomes true.
To synthesis is to combine the elements to produce something new.
Actually it is reverse of analytic method. In this method we proceed “from
know to unknown.” So in it we combine together a number of facts,
perform certain mathematical operations and arrive at a solution.
That is we start with the known data and connect it with the
unknown part.
• It leads to hypothesis to conclusion
• It leads to known to unknown
• It leads to concrete to abstract
21. Merits:
• It is Short and precise method.
• It Saves time and energy.
• It Suits the needs of majority of the students.
• It Can be applied to a majority of topics in mathematics.
• Omits trial and error as in analysis method.
• Accuracy is developed by the method
Demerits:
Teacher–centered method, students are passive listeners.
Students rely on rote memory. (There is a scope for forgetting)
No opportunity to develop the skills of thinking and reasoning
Students lack confidence to do other type of sums.
There is no scope of discovery.
The recall of each step cannot be possible for every child.
22. Analytic Vs Synthetic
Analytic Method Synthetic Method
Meaning: Analysis means breaking up into
components
Meaning: Synthesis means combining the
elements to get something new.
Leads from:
Unknown to known, Conclusion to hypothesis,
Abstract to concrete, Complex to simple
Leads from:
Known to unknown, Hypothesis to conclusion,
Concrete to abstract, Simple to complex
Method: A method of discovery and thought. A
psychological method
Method: A method for the presentation of
discovered facts. A logical method
Time: Lengthy, laborious and time consuming Time: Short, concise and elegant.
Learning: Encourages meaningful learning Learning: Encourages rote learning
Encourages: Encourages originality of thinking and
reasoning
Encourages: Encourages memory work
Thinking: Process of thinking Thinking: Product of thinking
Participation: Active participation of the learner Participation: Learner is a passive listener
Sequence: Valid reasons to justify every step in the
sequence.
Sequence: No justification for every step in the
sequence.
24. Introduction:
The word ‘Heuristic’ has been derived from the Greek word
‘Heurisco’ which means ‘I find’ or ‘I discover’ . This method implies that
the attitude of students shall be that of the discoveries and not of
passive recipients of knowledge. H.E. Armstrong originally introduced
this method for learning of science.
This method emphasis experimentation as the teacher becomes
on looker and the child tries to move a head independently without any
help. This method makes the student self-reliant and independent. But
the teacher should develop the heuristic attitude by making a lot of
preparation. The question should be so planned that it may be possible
for the students to find the solution independently by proceeding in the
proper direction.
25. Definition:
According to H.E.Armstrong, “This is the method of
teaching which places the pupils as far as possible in the
attitude of a discoverer.”
According to westaway, “the heuristic method is intended
to provide training in method. Knowledge is a secondary
consideration altogether.
26. Merits:
This is a psychological method as the student learns by self-practice.
It creates clear understanding & meaningful learning
It develops scientific attitude & critical thinking
It develops self-confidence, self-discipline in the students
The students acquire command of the subject. He has clear
understand and notions of the subject.
It gives the student a sense of confidence and achievement.
The methods make them exact and bring them closer to truth.
It inculcates in the student the interest for the subject and also
develops willingness in them.
27. Demerits:
• It is not suitable for lower classes as they are not independent thinkers.
Discovery of a thing needs hard work, patience, concentration,
reasoning and thinking powers and creative abilities.
• It is very slow & lengthy method. That is time consuming method.
• The students have to spend a lot of time to find out minor results.
• The teacher may find it difficult to finish the syllabus in time.
• It does not suit larger classes.
• It suits only hard working and original thinking teachers.
• A method is successful if well-equipped libraries, laboratories and good
textbook written in heuristic lines but such facilities are lacking in our
school.
28. Example:
Prove that aº = 1
Teacher : what is 10/5? Student : 2
Teacher : what is 5/5? Student : 1
Teacher : what is 7/7? Student : 1
Teacher : what is a/a ? Student : 1
Teacher : what is am/am ? Student : 1. (Equation I)
Teacher : how do you get the result?
Student : if we divide a number by itself , we will get 1.
Teacher : how can you write am X 1/am ?
Student : am-m = aº (Equation II)
Teacher : what do you infer?
Student : aº = 1
30. Introduction:
The base of this method lies in the philosophy of pragmatism. This
method emphasizes on building a comprehensive unit around an activity
which may be carried out in school or outside. The essence of this
method lies in the fact that a group of students do a purposeful task.
This implies the students undertake the activity in a group or
individually over a period of time. It may include a number of activities
and the end product is in the form of written report or a display.
Project method is of American origin and is an outcome of
Dewey’s philosophy or pragmatism. However, this method is developed
and advocated by Dr.Kilpatrick.
31. Definitions:
“Project is a bit of real life that has been imported into school” – Ballard
“A project is a unit of wholehearted purposeful activity carried on
preferably in its natural setting” – Dr.Kilpatrick
“A project is a problematic act carried to completion in its natural
setting”. – Stevenson.
Thus, project is a purposeful activity and planned activity which is
achieved in social, natural situations created in schools.
32. Basic principles of project method:
Psychological principles of learning
Learning by doing
Learning by living
Children learn better through association, co-operation and activity.
Psychological laws of learning
Law of readiness
Law of exercise
Law of effect
33. Steps Involved in Project Method:
Step-1: Creating the situation: The teacher creates problematic
situation in front of students while creating the appropriate situation
student’s interest and abilities should be given due importance.
Step-2: Proposing and choosing the project: while choosing a
problem teacher should stimulate discussions by making suggestions.
The proposed project should be according to the rear need of students.
The purpose of the project should be well defined and understood by
the children.
Step-3: Planning the project: for the success of the project, planning of
project is very import. The children should plan out the project under the
guidance of their teacher.
34. Step-4: Execution of the project: every child should contribute actively
in the execution of the project. It is the longest step in the project.
Step-5: Evaluation of the project: when the project is completed the
teacher and the children should evaluate it jointly discussed whether the
objectives of the project have been achieved or not.
Step-6: Recording of the project: the children maintain a complete
record of the project work. While recording the project some points like
how the project was planned, what discussion were made, how duties
were assigned, how it was evaluate etc. should be kept in mind.
35. Merits:
This is based on various psychological laws and principles.
It develops self-confidence and self-discipline among the students
It provides ample scope for training.
It provides score for independent work and individual development.
It promotes habits of critical thinking and encourages the students to
adopt problem-solving methods.
This method the children are active participants in the learning task.
This is based on principle of activity, reality, effect, and learning by
doing etc.
It develops discovery attitude in the child.
It provides self-motivation as the students themselves select plan and
execute the project.
36. Demerits:
• It takes more time & not economical.
• The knowledge is not acquired in a sequential and systematic manner
• It is very difficult to complete the whole syllabus by the use of this
method.
• Textbooks and instructional materials are hardly available.
• The project method does not provide necessary drill and practice for
the learners of the subject.
• The project method is uneconomical in terms of time and is not
possible to fit into the regular time table.
• Teaching is disorganized
• This method is not suitable for a fixed curriculum.
38. Introduction:
The child is curious by nature. He wants to find out solutions of
many problems, which sometimes are puzzling even to the adults. The
problem solving method is one, which involves the use of the process of
problem solving or reflective thinking or reasoning. Problem solving
method, as the name indicated, begins with the statement of a problem
that challenges the students to find a solution.
Definitions:
“Problem solving is a set of events in which human beings was rules to
achieve some goals” – Gagne
“Problem solving involves concept formation and discovery learning” –
Ausubel
Cont..
39. “Problem solving is a planned attacks upon a difficulty or perplexity for
the purpose of findings a satisfactory solution”– Risk,T.M.
Steps in Problem Solving / Procedure for Problem solving:
Identifying and defining the problem: The student should be able to
identify and clearly define the problem. The problem that has been
identified should be interesting challenging and motivating for the
students to participate in exploring.
Analysing the problem: The problem should be carefully analysed as
to what is given and what is to be find out. Given facts must be identified
and expressed, if necessary in symbolic form.
40. Formulating tentative hypothesis: Formulating of hypothesis means
preparation of a list of possible reasons of the occurrence of the problem.
Formulating of hypothesis develops thinking and reasoning powers of the
child. The focus at this stage is on hypothesizing – searching for the
tentative solution to the problem.
Testing the hypothesis: Appropriate methods should be selected to test
the validity of the tentative hypothesis as a solution to the problem. If it is
not proved to be the solution, the students are asked to formulate
alternate hypothesis and proceed.
Verifying of the result or checking the result: No conclusion should
be accepted without being properly verified. At this step the students are
asked to determine their results and substantiate the expected solution.
The students should be able to make generalizations and apply it to their
daily life.
41. Merits:
This method is psychological and scientific in nature
It helps in developing good study habits and reasoning powers.
It helps to improve and apply knowledge and experience.
This method stimulates thinking of the child
It helps to develop the power of expression of the child.
The child learns how to act in new situation.
It develops group feeling while working together.
Teachers become familiar with his pupils.
It develops analytical, critical and generalization abilities of the child.
This method helps in maintaining discipline in the class.
42. Demerits:
• This is not suitable for lower classes
• There is lack of suitable books and references for children.
• It is not economical. It is wastage of time and energy.
• Teachers find it difficult to cover the prescribed syllabus.
• To follow this method talented teacher are required.
• There is always doubt of drawing wrong conclusions.
• Mental activities are more emphasized as compared to physical
activities.
43. Role of the Teacher:
Teacher must work as a facilitator.
Teacher must keep in mind that if in a child-directed learning not
teacher-directed.
Teacher must provide situation for all students to come formed and
contribute towards the success of the activity.
He must be alert and active to arouse interest among students.
Teacher must provide democratic atmosphere.
He must be initialize, tactful and we experienced.
Problem solving method can be an effective method for teaching
mathematics in the hands of an able and resourceful teacher of
mathematics.
44. Role of the Teacher:
Teacher must be a friend, guide and working partner.
Teacher must have through knowledge of individual student and allot work
accordingly.
Provide democratic atmosphere.
He should learn with students and should not claim to know everything.
Some projects for mathematics: A few projects suitable for high school
mathematics are listed below
Execution of school bank.
Running stationary stores in the school.
Laying out a school garden.
Executing the activities of mathematics clubs
Collection of data regarding population, death rate, birth rate etc.