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Presentation on theme: "INDUCTIVE & DEDUCTIVE RESEARCH APPROACH"— Presentation transcript:


By: Shagufta Shaheen

3 Contents Definition Methods Inductive teaching deductive teaching
Examples of inductive & deductive Advantages Disadvantages Conclusion

4 Definition INDUCTIVE:
Inductive teaching (also called discovery teaching or inquiry teaching) is based on the claim that knowledge is build primarily from a learner’s experiences and interactions with phenomena.

5 Definition DEDUCTIVE Deductive teaching (also called direct instruction) is much less “constructively” and is based on the idea that a highly structured presentation of content creates optimal learning for students.

6 Research Methods In research, we often refer to the two broad methods of reasoning as the deductive and inductive approaches. Inductive Approach Research Types Deductive

7 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 off uncertainty THEORY TENTATIVE HYPOTHESIS Hill Climbing PATTERN Observations

8 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) THEORY HYPOTHESIS Waterfall OBSERVATION CONFIRMATION

9 Inductive teaching An instructor using an inductive approach begins by exposing students to a concrete instance, or instances, of a concept . The teacher’s role is to create the opportunities and the context in which students can successfully make the appropriate generalizations, and to guide students necessary.

10 Deductive Teaching . The instructor using a deductive approach typically presents a general concept by first defining it and then providing examples or illustrations that demonstrate the idea. Students are given opportunities to practice, with instructor guidance and feed back.

11 Example of Inductive Teaching
Using the grammar situation, the teacher would present the students with a variety of examples for a given concept without giving any introduction about how the concept is used. As students see how the concept is used, it is hoped that they will notice how the concept is to be used and determine the grammar rule. As a conclusion to the activity, the teacher can ask the students to explain the grammar rule as a final check that they understand the concept.

12 Example of Deductive Teaching
A deductive approach to instruction is a more teacher-centered approach. This means that the teacher gives the students a new concept, explains it, and then has the students practice using the concept. For 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.

13 Reasoning methods and Argumentation
The main division between forms of reasoning that is made in philosophy is between deductive reasoning and inductive reasoning. Formal logic has been described as 'the science of deduction'. The study of inductive reasoning is generally carried out within the field known as informal logic or critical thinking.

14 Advantages Inductive 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

15 Advantages Deductive 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

16 Disadvantages INDUCTIVE:
. 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

17 Disadvantages DEDUCTIVE
It doesn’t allow for divergent student thinking. It also doesn’t emphasize students reasoning and problem solving. Deductive approach can not increase the creativities.

18 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.



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