GPSC POLICE INSPECTOR(PI) UNARMED PRELIMS EXAM RESULT AND CUTS OF MARK DECLARES
phenomena with opportunities to explore and investigate these phenomena. In providing a conceptual structure to help the learner build a functional mental representation, 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.
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In contrast, teachers might focus on the processes of science and develop scientific conceptual understanding from it. This process-centred approach could, for instance, offer the children experiments and investigations as starting points for acquiring conceptual knowledge with little or no direct teaching of concepts. In this case a conceptual structure is withheld. The onus is on the children to recall or construct a functional mental representation without reference to a teachers’ description of one. Pupils might infer relationships in the topic under study and may be given an opportunity to test and revise their ideas.
IMPORTANT LINK:-
PI RESULT JOVA MATE CLICK HERE
IMPORTANT LINK:-
PI RESULT JOVA MATE CLICK HERE
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