Methods of modern education
I) discovery learning
I enjoyed the way the survey and are still of interest to many educators and scholars of education because of their importance in encouraging students and train them in thinking and research skills, information gathering and decision-making, and teaching in this manner conveys activity in the classroom from the teacher to students, and gives them a chance to live a fun detect anonymous themselves.
The definition of discovery learning:
Is a process of reflection requires the individual re-organize the information stored has adapted and can see the new relationships were not known to him before.
The importance of discovery learning:
(1) discovery helps the learner to learn how to follow the evidence and record the results and thus can deal with new problems.
(2) provides many opportunities for the learner to arrive at inferences using logical reasoning, whether inductive or deductive.
(3) encourage the discovery, critical thinking and working at the higher mental Kalthalil, synthesis and evaluation.
(4) return the learner to get rid of the delivery of non-traditional and dependency.
(5) to achieve the learner and the activity Iijaith in the discovery of information that allows him to keep learning.
(6) helps to develop creativity and innovation.
(7) increases the student's motivation towards learning, including the wealth of suspense and excitement felt by the learner during his discovery of the information itself.
Types of discovery:
There are several teaching methods for this type of learning according to the amount of guidance provided by the teacher to students, namely:
(1) guided discovery:
And it provides learners with instructions sufficient to ensure their access to valuable experience, and that ensures their success in the use of mental abilities to discover scientific concepts and principles, are required to understand the learners the purpose of each step of the discovery and appropriate for this method students the foundation stage and represents a method of learning allows students to develop their knowledge through the experiences of process directly.
(2) semi-directed discovery:
In which the teacher provides the problem to the learners, along with some general guidance is not limited to not deprive him of business opportunities, mental, and gives the learners some guidance.
(3) discovery of free:
Which is the finest types of discovery, may not be engaged in by the learners only after they had engaged in ex-types, in which learners are facing a specific problem, then ask them to reach a solution and leaves them the freedom of the formulation of hypotheses and experimental design and implementation.
Survey method steps:
Although there are several models of the survey; However, all these models deal with individual human being learner seeks to arrive at the facts and information through the thinking and the use of the survey and scientific research, therefore, will just display a form (Skman) as a feature of education based on the survey, which involves pattern When Skman survey on five stages and briefly explained the President are:
(1) submit the problem to be studied:
There must be a problem or question or a case where the teacher to submit this problem showing them the procedures to be followed in the search for a solution or explanation for this problem, depending the type of problem and method of presentation to several factors including: the curriculum, and characteristics of learners and the time available for reflection and meditation in problem and the number of learners, and the teacher take into account these factors when choosing a problem.
Preferably be the problem of the kind that works to raise the curiosity of students, and there are many ways to view the problem, including:
(1) provide conflicting information to students and ask them to choose a certain position from this information.
(2) to provide or view incompatible with the ideas of students.
(3) offer or display stands or cases, without specifying the ends of them to provide an opportunity for students to search for an acceptable end.
(4) the teacher may use other types of questions such as questions Almtlaki thinking, and the answer depends on the background of the learner and the level of knowledge.
(2) Information collection:
Is to obtain this information, usually through the use of question and answer style, whether with the teacher or among students under the supervision of the teacher, students may be asked to search for information from other sources Kalmketbp or the use of experimentation or to ask the competent authorities.
(3) to verify the accuracy of the information:
And take this step several forms: examination of the information he was comparing the student between this information to make sure there is no contradiction in the information, especially if the student collects information about the problem from multiple sources, or that the student check this information with his colleagues if a read on them and then spin the discussion about this information.
(4) the stage of planning and interpretation of information:
After confirming the validity of information; students begin to organize this information and arrange to be a scientific explanation convincing of the problem under study, where information is provided in the form of sentences explanatory of the problem and its causes and aspects, and is in the end a solution is reasonable and acceptable to the problem and the role of the teacher here to help his students and guiding them.
(5) analysis of the survey and evaluation:
A process in which review and analyze all the steps that followed it in addressing the problem from the identification of the problem and the end of the process of sentencing about the problem and its interpretation.
The role of the teacher in the discovery learning:
(1) identify scientific concepts and principles that will be learned and put it in the form of question or problem.
(2) development of educational materials necessary to implement the lesson.
(3) formulation of the problem in the form of sub-questions to develop the skill of the imposition of assumptions of learners.
(4) identification of activities or experiences Alakchavep executed by the learners.
(5) calendar learners and help them apply what they learn in new situations.Model applied to study the learning style discovery
Grade: second primary. Lesson in science:
(The passage of light through things)
Steps:
(1) Formulate the subject of the lesson in the form of question or problem.
Why put the glass in the windows?
Why make the cover time of the glass?
* What concepts Sekchwha students?
* Some objects allow the passage of light through it.
* Some things do not allow the passage of light through it.
* See things through transparent objects.
(2) select the sources that rely on them.
* What do I need?
Hand lamp, glass plate, plank, plastic, paper, glasses, swimming fish, the model of the traffic lights, pictures of things that allow the passage of light.
(3) Put a number of questions by answering them can answer the main question.
Q: What will be discussed?
Are things allow the passage of light through?
Are there things that do not allow the passage of light through?
Why we can see the light at the traffic lights?
Select the type of activity to be undertaken by students.
Q: What will students?
Distributes the teacher to students in the form of kits of different .. Glass plate, plank, board, plastic and other transparent colored, transparent paper, cardboard, cloth, flashlight.
* Try the exposing light the lamp of things in front of you.
* What do you notice?
Q: Are all the things that you allow the passage of light?
* What is the difference between things that do light through them and the things that has not been through?
* Why we can see fish swimming in fish farming?
* Which makes the traffic lights? Why?
Check the veracity of the discovery.
I remember other things, allow the passage of light and things to not allow the passage of light through it, and then verify that experience.
I) discovery learning
I enjoyed the way the survey and are still of interest to many educators and scholars of education because of their importance in encouraging students and train them in thinking and research skills, information gathering and decision-making, and teaching in this manner conveys activity in the classroom from the teacher to students, and gives them a chance to live a fun detect anonymous themselves.
The definition of discovery learning:
Is a process of reflection requires the individual re-organize the information stored has adapted and can see the new relationships were not known to him before.
The importance of discovery learning:
(1) discovery helps the learner to learn how to follow the evidence and record the results and thus can deal with new problems.
(2) provides many opportunities for the learner to arrive at inferences using logical reasoning, whether inductive or deductive.
(3) encourage the discovery, critical thinking and working at the higher mental Kalthalil, synthesis and evaluation.
(4) return the learner to get rid of the delivery of non-traditional and dependency.
(5) to achieve the learner and the activity Iijaith in the discovery of information that allows him to keep learning.
(6) helps to develop creativity and innovation.
(7) increases the student's motivation towards learning, including the wealth of suspense and excitement felt by the learner during his discovery of the information itself.
Types of discovery:
There are several teaching methods for this type of learning according to the amount of guidance provided by the teacher to students, namely:
(1) guided discovery:
And it provides learners with instructions sufficient to ensure their access to valuable experience, and that ensures their success in the use of mental abilities to discover scientific concepts and principles, are required to understand the learners the purpose of each step of the discovery and appropriate for this method students the foundation stage and represents a method of learning allows students to develop their knowledge through the experiences of process directly.
(2) semi-directed discovery:
In which the teacher provides the problem to the learners, along with some general guidance is not limited to not deprive him of business opportunities, mental, and gives the learners some guidance.
(3) discovery of free:
Which is the finest types of discovery, may not be engaged in by the learners only after they had engaged in ex-types, in which learners are facing a specific problem, then ask them to reach a solution and leaves them the freedom of the formulation of hypotheses and experimental design and implementation.
Survey method steps:
Although there are several models of the survey; However, all these models deal with individual human being learner seeks to arrive at the facts and information through the thinking and the use of the survey and scientific research, therefore, will just display a form (Skman) as a feature of education based on the survey, which involves pattern When Skman survey on five stages and briefly explained the President are:
(1) submit the problem to be studied:
There must be a problem or question or a case where the teacher to submit this problem showing them the procedures to be followed in the search for a solution or explanation for this problem, depending the type of problem and method of presentation to several factors including: the curriculum, and characteristics of learners and the time available for reflection and meditation in problem and the number of learners, and the teacher take into account these factors when choosing a problem.
Preferably be the problem of the kind that works to raise the curiosity of students, and there are many ways to view the problem, including:
(1) provide conflicting information to students and ask them to choose a certain position from this information.
(2) to provide or view incompatible with the ideas of students.
(3) offer or display stands or cases, without specifying the ends of them to provide an opportunity for students to search for an acceptable end.
(4) the teacher may use other types of questions such as questions Almtlaki thinking, and the answer depends on the background of the learner and the level of knowledge.
(2) Information collection:
Is to obtain this information, usually through the use of question and answer style, whether with the teacher or among students under the supervision of the teacher, students may be asked to search for information from other sources Kalmketbp or the use of experimentation or to ask the competent authorities.
(3) to verify the accuracy of the information:
And take this step several forms: examination of the information he was comparing the student between this information to make sure there is no contradiction in the information, especially if the student collects information about the problem from multiple sources, or that the student check this information with his colleagues if a read on them and then spin the discussion about this information.
(4) the stage of planning and interpretation of information:
After confirming the validity of information; students begin to organize this information and arrange to be a scientific explanation convincing of the problem under study, where information is provided in the form of sentences explanatory of the problem and its causes and aspects, and is in the end a solution is reasonable and acceptable to the problem and the role of the teacher here to help his students and guiding them.
(5) analysis of the survey and evaluation:
A process in which review and analyze all the steps that followed it in addressing the problem from the identification of the problem and the end of the process of sentencing about the problem and its interpretation.
The role of the teacher in the discovery learning:
(1) identify scientific concepts and principles that will be learned and put it in the form of question or problem.
(2) development of educational materials necessary to implement the lesson.
(3) formulation of the problem in the form of sub-questions to develop the skill of the imposition of assumptions of learners.
(4) identification of activities or experiences Alakchavep executed by the learners.
(5) calendar learners and help them apply what they learn in new situations.Model applied to study the learning style discovery
Grade: second primary. Lesson in science:
(The passage of light through things)
Steps:
(1) Formulate the subject of the lesson in the form of question or problem.
Why put the glass in the windows?
Why make the cover time of the glass?
* What concepts Sekchwha students?
* Some objects allow the passage of light through it.
* Some things do not allow the passage of light through it.
* See things through transparent objects.
(2) select the sources that rely on them.
* What do I need?
Hand lamp, glass plate, plank, plastic, paper, glasses, swimming fish, the model of the traffic lights, pictures of things that allow the passage of light.
(3) Put a number of questions by answering them can answer the main question.
Q: What will be discussed?
Are things allow the passage of light through?
Are there things that do not allow the passage of light through?
Why we can see the light at the traffic lights?
Select the type of activity to be undertaken by students.
Q: What will students?
Distributes the teacher to students in the form of kits of different .. Glass plate, plank, board, plastic and other transparent colored, transparent paper, cardboard, cloth, flashlight.
* Try the exposing light the lamp of things in front of you.
* What do you notice?
Q: Are all the things that you allow the passage of light?
* What is the difference between things that do light through them and the things that has not been through?
* Why we can see fish swimming in fish farming?
* Which makes the traffic lights? Why?
Check the veracity of the discovery.
I remember other things, allow the passage of light and things to not allow the passage of light through it, and then verify that experience.
