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ERIC Number: ED002276
Record Type: RIE
Publication Date: N/A
Pages: 3
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
ONE LUMP--INDUCTIVELY, THE RELEVANCE OF THE INDUCTIVE APPROACH TO DISADVANTAGED LEARNING. URBAN TEACHER PREPARATION PROGRAM.
FANTINE, MARIO D.; WEINSTEIN, GERALD
THE LEARNING STYLE OF DISADVANTAGED CHILDREN IS THE INDUCTIVE, RATHER THAN THE DEDUCTIVE, DISCOVERY METHOD OF LEARNING. BY STARTING WITH A PARTICULAR CONCRETE ITEM WITHIN THE CHILD'S FRAME OF REFERENCE, IT BECOMES EASIER FOR HIM TO MAKE GENERALIZATIONS. THROUGH SKILLFUL QUESTIONING, THE TEACHER CAN HELP THE CHILD SEARCH OUT AND UNDERSTAND AN ABSTRACT CONCEPT. AS THE TEACHER PURSUES A CONCEPT IN QUESTIONING, HE CAN JUDGE RESPONSE, EXPLAIN SOURCES OF DIFFICULTY, AND ISOLATE GAPS IN THE EXPERIENTIAL BACKGROUND OF THE LEARNERS. THE INDUCTIVE APPROACH TO LEARNING IS BEST FOR THE DISADVANTAGED CHILD BECAUSE HIS MENTAL STYLE IS MORE CONCRETE AND PROBLEM-CENTERED THAN ABSTRACT-CENTERED, MORE PHYSICAL AND VISUAL THAN AURAL, AND MORE GAME AND ACTION-CENTERED THAN TEST-CENTERED. ONE EXAMPLE OF THE INDUCTIVE APPROACH IS ROLE PLAYING IN WHICH A CHILD BECOMES PHYSICALLY AND MENTALLY INVOLVED IN A SITUATION. THIS TEACHING METHOD DRAWS ABSTRACT GENERALIZATIONS FROM THE CHILD'S SPECIFIC FRAME OF REFERENCE, FROM HIS ACTION, AND FROM HIS INDIVIDUAL STYLE OF EXPRESSION. DIFFICULTIES OF THE INDUCTIVE APPROACH LIE WITH THE PROBLEMS OF STRUCTURING AND ANTICIPATING RESPONSES, AND THE LENGTH OF TIME IT TAKES TO MAKE A SPECIFIC POINT. ADVANTAGES OF THE METHOD ARE THAT IT CAN TEACH DISADVANTAGED CHILDREN TO THINK AND LEARN EFFECTIVELY.
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Ford Foundation, New York, NY.; Syracuse City School District, NY.; Syracuse Univ., NY.
Identifiers: New York (Syracuse)