LESSON II: GUIDED EXPLORATORY APPROACH

Learning Outcomes

At the end of the lesson, the students must have:

1. identified the methods of teaching under
the guided exploratory approach
2. explained the characteristics of each
method
3. explained how each method is used to
ensure its effectiveness.
 Content Input

Guided Exploratory Approach

1) Process Oriented Method

 A step by step acquisition of knowledge and skills.
 Students are actively engaged in the activity designed to develop specific
learning competencies.

Three major considerations:

1. the process emphasizes how to learn and not what to learn.
2. it stresses the need for functional/relevant transfer of knowledge.
3. it is concerned with the development of the intellect.

2) Inductive Method
 Start from the specific before arriving at a generalization.
 It is usually known to unknown, concrete to abstract, simple to complex
mode delivery of instruction.
STEPS:
1. Preparation
 review of old facts
 establish proper mind set
2. Presentation
 Specific cases or instances are presented to the class.
 There should be enough cases to draw a generalization.
3. Comparison and Abstraction
 Each case is evaluated thoroughly. Analytical questions are asked.
4. Generalization
 Learners ability to state the rules in their own words is the test of
the success of the lesson.
5. Application
 Using the concept learned in real life situation.
Strengths and Weaknesses

Strengths Weaknesses
 Makes the students think logically  Does not fit all content areas.
and scientifically Many health concepts can just be
 More meaningful, permanent and told instead of taught inductively.
transferable knowledge gain  Is time-consuming
 Trains students to solve similar  Is mentally taxing for slow learners
problems later  Requires the use of many
instructional materials and
resources for the proper
performance of activities.

3) Inquiry Method
a. known as Discovery teaching and discovery learning.
b. used in higher level thinking
c. approach posses a problem
d. asks questions and facilitates dialogues
e. core of inquiry is a spontaneous and self directed exploration.
f. termed “discovery,” “heuristic” and “problem solving”.
g. puts premium on obtaining information through direct experiences.
h. relies heavily on the ability of both teacher and students to discuss.
i. calls for skill in the use of discussion techniques
j. open and clear exchange of ideas.
k. overall of goals of inquiry teaching:
i. help students learn how to ask question
ii. seek answer or solutions to problems
iii. explore possibilities
iv. form their own ideas about the lesson at hand.

How to Facilitate Inquiry Teaching:

1. Arrange for an Ideal room setting.
2. Choose tools and equipment that can be easily manipulated.
3. The questions to be answered should originate from them,
followed by the formulation of hypothesis
4. The procedure must likewise be planned by them.
5. At the completion of the activity, require an evaluation of the steps
undertaken as to its effectiveness and the clarity of the results.

4) Laboratory Method
 deals with investigation and experimentation.
 involve first hand experiences concerning materials and facts obtained.
  gives firsthand experience in the laboratory which may increase student
interest.
 to provide student participation in original research.
 to develop skill in the use of laboratory equipment and apparatus

STEPS
1. Introduction
 emphasizes discovery of a solution to problem solving or acquisition
of information.
 includes determination of work to be done
2. Work Period
 teacher supervises students who are divided into groups
 aims to provide the students the opportunity to use tools for
learning new experiences
3. Culminating Activities
 Discussion participated in by the members to organize the findings
 Can be done through reporting, presenting materials through
illustrations and exhibiting projects done or accomplished
Strengths and Weaknesses

Strengths Weaknesses
 Is learning by doing  Is time-consuming
 Promotes better understanding  Becomes mechanical
and retention of materials  Is expensive because of the
learned utilization of expensive apparatus
 Provides direct and meaningful
experiences
 Develops critical-mindedness,
objectivity and rationality

5) Problem Solving Method

 effective in skills development where science processes are employed.
 provides acquisition for meaningful experiences and development of higher-
level thinking skills.
 to give training in reasoning
 to solve a puzzling mental problems
 to learn to suspend problems
 to invent a new device
 to create a new idea
 to learn to define and limit problems
 to entertain others
 Steps
1. Sensing and defining problem
 It may be started by the situation, by someone else and by ourselves.
Then we isolate it and decide to do something about it
2. Formulating hypotheses
 We think up possible solutions (hypotheses) or approaches in solving
the problem
3. Testing the hypotheses
4. Analysis, interpretation of evaluation of findings
 We test the tentative solutions or approaches against criteria that will
help us evaluate them adequately
5. Formulating conclusion
 We reject the tentative solutions or approaches that do not meet our
requirements and try new ones until we find one that is suitable. In
making our conclusions, we may accept the first solution or approach
that appears adequate or we may test all hypothesis to find the best
one.
Advantages
1. This approach is the most effective in developing skill in employing science
processes.
2. Can likewise be used effectively in other non-science subject.
3. The student’s active involvement resulting in meaningful experiences serves
as a strong motivation to follow the scientific procedure in future
undertakings.
4. Problem-solving develops their higher level thinking skills.

6) Project Method
 requires students to construct projects as a result of the study done.
 involves gathering and organizing data to be presented in concepts acquired.
 is also called “Self-directed” study.
 students learn by doing, where they do not only acquire knowledge but also
skills.
 it is problematic in nature
 the activity should work toward a definite attainable goal
 the activity should be purposeful, natural, life-like, and significant
 the learner should plan, direct and execute activities

Steps

1. Purposing
 consider the needs, abilities and interest of the learners.
2. Planning
  When activities are planned by the learners, they do their parts
willingly and cooperatively.
3. Executing
 Carrying out or implementing activities as planned and envisioned
by the class.
4. Evaluating
 The finished product must be displayed for assessment by both
teacher and learners.

Advantages
1. Teaching strategy that emphasizes “learning by doing”
2. Constructing projects develops students’ manipulative skill.
3. Planned design of the project tests the student’s originality in choosing
materials to be used.
4. It can be employed among students who are weak in oral communications.
5. The completed project adds to one’s feeling of accomplishment and
satisfaction.

Strengths and Weaknesses

Strengths Weakness
 Provides motives for learning  Is time-consuming
 Trains students to be responsible  Is expensive
 Develops such attitudes as  Involves much planning
alertness, open-mindedness and  Is a failure in the hands of poor teachers
tolerance
 Check for Understanding

Answer the following questions concisely.

1. Why do we say that learners are more engaged in conceptual understanding when using
the inductive method?
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2. Recall how your teacher taught science. Did she teach the lesson using the problem
solving method? If you, describe how the scientific method was demonstrated.
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3. Research on discovery learning. Is it inquiry-based learning?

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4. As a child, you are a natural explorer. Did your curiosity or inquisitiveness progress as
you went to school?
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5. Is the inquiry method only for the teaching of natural science? Is it also appropriate for
the teaching of social science?
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