INDUCTION AND DEDUCTION APPROACH

INDUCTION

• Induction is the process that goes from the specific to the general.

• Begins by exposing students to a concrete instance of a concept.

• Then, students are encouraged to observe patterns, raise questions, or make a generalizations from their observations.

Example:

Ask pupils to find the sum of two odd numbers like 3+5=8, 5+7=12, 9+11=20.

They will find that the sum of two odd numbers is an even number.

Steps in the inductive method: 1. The first step is clear recognition of the problem. It should be clearly

understood and defined by the pupils.

2. Once the problem has been defined, the child should start searching for

data from all possible sources like books, magazines, journals, making

visits to certain places etc.

3. Under the guidance of the teacher, the pupils organize the data which they

have collected from various sources. They select relevant data and discard

irrelevant material.

4. By studying particular instances, the pupils frame possible solutions.

5. These solutions are discussed, argued and judged. Thus tentative solutions

are eliminated and only the probable solutions remain.

6. The solutions are applied to the situation and results are verified

Merits of Induction method 1. This method is psychological. The student feels interested in

experiments, experiences and discoveries.

2. This method fosters independence and self-confidence in the pupil which

proves very useful in later life.

3. In this method, children discover the solution themselves. Hence it

develops and encourages initiative and creative thinking.

4. All that is learnt using inductive method is remembered easily as it is self-

acquired.

5. In this method, the pupils observe and analyze particular objects of

similar and different nature and try to arrive at general truth.

6. Inductive method takes into consideration all the maxims of good

teaching. The process of induction calls for perception, reasoning,

judgment and generalization.

DEDUCTION

• Deduction is understood as the process that goes from the general to the specific.

• Teachers using a deductive approach typically presents a general concepts by first defining it and then providing examples or illustrations that demonstrate the idea.

Steps involved in deductive method

1. Clear understanding of the problem.

2. It may involve the study of a particular thing and phenomenon.

3. Principles and generalizations are reviewed to find the one which may

be applicable to find a solution.

4. In this step the rule, principle or generalization is applied to a

problem and inference is formulated that the problem falls under such

rule, principle or generalization.

5. Verification of the inference is done by applying it to a case. If it

solves the problem then it is accepted otherwise the procedure is

repeated to find the correct one.

Merits of deductive method

1. Deductive method is short and time-saving. It takes little

time to solve the problem by predetermined formulae.

2. In the deductive method, the teacher’s work is very much

simplified. He/she simply gives a rule and asks the pupils to

verify it by application to several concrete examples. For

example, students are told that the area of rectangle =

Length x Breadth. Then a few sums are solved before the

students. The students apply these formulae to solve these

problems and they memorize it for future use.

3. This method is very useful for small children because with

small children we generally use story or telling method.

4. This method glorifies memory, as the students have to

memorize a considerable number of formulae and

definitions.

5. This method is adequate and advantageous during practice

and revision stage.

COMPARISONINDUCTION DEDUCTION

1. It proceeds from particular to general; concrete to abstract. 2. It takes care of the needs of the pupils. It is a developmental process and takes them through easy to difficult phase. 3. It encourages ‘discovery’ and stimulates thinking. 4. The generalization or rule is formulated by the child; therefore he remembers it with ease. 5. The how and why of the process is made clear through reasoning. 6. It starts from observation and direct experience and ends in developing a rule in abstract form. 7. It encourages child participation and group work

1. It proceeds from general to particular; abstract to concrete. 2. In this method facts are thrust upon the pupils. The principle of growth is not considered. 3. The authority decides or gives the formula and encourages memorization. 4. The rule is given to the child. He does not appreciate its nature and is likely to forget it easily. 5. The process is taken for granted and accepted without reasoning. 6. Does not encourage learning but it starts with a rule and provides for practice and applications. 7. It demands individual learning and treats the child as a passive recipient.

THE END