explanations and demonstrations of scientific knowledge, and, from time to time, practical activities designed to provide direct experience of phenomena with opportunities
to explore and investigate these phenomena. In providing a conceptual structure to help the learner build a functional mental representation, the teacher highlights what is relevant and the nature of the relationships between the elements.
For example, the teacher might explain the compressibility of air in a bicycle pump
by describing it as dispersed particles which may be brought closer or else by comparing it with the behaviour of a spring.
કલામૃતમ સર્ટી ડાઉનલોડ કરવા માટે અહીં ક્લિક કરો
five-day online summer camp enjoying the fun of Corona
IMPORTANT LINKS
જુઓ લાઈવ આજનો વીડિયો 25 મેં 4.30 વાગે ક્લીક કરો અહીં
IMPORTANT LINKS
દિવસ-4 તારીખ-24/5/2021
ઓનલાઇન સમર કેમ્પ વિડીયો જોવા અહી ક્લિક કરો.
દિવસ-3 તારીખ-23/5/2021
ઓનલાઇન સમર કેમ્પ વિડીયો જોવા અહી ક્લિક કરો.દિવસ-2 તારીખ-22/5/2021
ઓનલાઇન સમર કેમ્પ વિડીયો જોવા અહી ક્લિક કરો.
દિવસ-1 તારીખ-21/5/2021
ઓનલાઇન સમર કેમ્પ વિડીયો જોવા અહી ક્લિક કરો.
IMPORTANT LINKS
SUMMER CAMP નો પરિપત્ર વાંચવા માટે - CLICK HERE
SUMMER CAMP ઓનલાઇન અરજી કરવા ( ગૂગલ ફોર્મ) ભરવા માટે -
in the topic under study and may be given an opportunity to test and revise their ideas. Of course, other teachers might focus on a combination of these two approaches and develop scientific skills and conceptual understanding from in this combination. This mixed approach could be a balance or, perhaps, a compromise, between a product-centred and a process-centred approach, in which the teacher provides a partial conceptual structure and leaves the remainder for children
to construct by inferring, hypothesising, or testing their ideas. It could encourage lessons where children do investigations with some features already identified by the teacher, and with some conceptual knowledge about the subject that enables them to appreciate the
purpose of the activity. In contrast, it could encourage lessons without a clear purpose which mixed different types of activity, but did not develop either conceptual or procedure understanding exclusively..