Selected Approach of Health Education

8/8/2019 Selected Approach of Health Education

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THE DISCOVERY APPROACH

the discovery approach is actually an

inductive method of guiding learners to

discuss and organize ideas and

processes by themselves. It is a way of

helping them use ideas already known

and acquired in discovering new ideas.


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Types of Discovery Approach

Guided discovery or Directed Discovery

Pure Discovery or Free Discovery


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Steps. To provide the teacher a clear-

cut view in using the discoveryprocess of learning, the following

steps are given:

1) Identification and exploration

2) Statement of hypothesis

3) Experimentation and Data Gathering;

4) Solution of tentative hypothesis, and

5) Verification. (Lardizabal, et al. Ibid p. 156)


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Significance of Learning by

Discovery Student learning by discovery is

significant in the following manners,

according to Songco (1990) by citing

Garcia (1989):


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Discovery The increase in the Intellectual Potency

Learning is geared toward synthesis andevaluation.


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Discovery The shift from Extrinsic to Intrinsic

rewards

The student can experience some

amount of real joy and satisfaction due

to his achievement.


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Discovery The learning of heuristics of

Discovering

Learning by discovery engages a

student to learn how to learn. He

develops and acquires several learning

skills.


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Discovery It aids to conserve memory

since learning by discovery involves aninternalization of knowledge, the learner

will mist likely remember what he has

learned largely due to his personal

effort.


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The Conceptual Approach

Conceptual approach is a process or

instruction that emphasizes the

development of concepts or ideas that

may eventually lead to the formulation of

an expected generalization, a

conclusion or a principle.


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The diagram shows how concept

is developed:Soci l

ltF cts/inform tion CONCLUSION

Mental

health

Facts/information CONCLUSION

Emotionalhealth


Spiritualhealth Facts/information CONCLUSION

PhysicalHealth


Health

Generalization


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Strategies of Conceptual

Approach Step 1. Concept Identification

Step 2. Formulation of other

problems/topic by class.

Step 3. Determining Ways and Means in

leading the students in their Data

Gathering

Step 4. Formulation of generalization bythe students wherein the teacher acts as

a facilitator.


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The Inquiry Approach

Inquiry approach is another creative

way of developing critical thinking

among the students.


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Phases of Inquiry

Introduction (First Phase)

This phase includes classifying the

use of the technique or procedure,

setting the objective, arousing the

interest, and explaining the use of the

materials.


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Phases of Inquiry

Development (Second Phase)

Here, the plan outlined is carried out.


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Phases of Inquiry

Summary (Third Phase)

Summarizing the findings, making

generalizations and processing findings

are done in this phase.


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Phases of Inquiry

Evaluation (Fourth Phase)

The fourth phase deals with the

appraisal or evaluation. (Rivera and

Sambrano, 1992)


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Michaelis, (1972) has noted that the

inquiry approach gives emphasis to the

following processes namely:


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a. Recalling. It refers to a selective

retrieval, or recognition of items related

to the topic under study. An important

consequence of this is the identificationof the students knowledge about a

topic, his conceptions and

misconceptions, his biases and interest.All this information can help the teacher

improve learning experience.


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b. Observing. It refers to perceiving,

examining or focusing ones attention

on an object or activity with a purpose in

mind. It may be direct or indirect.


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Direct, when there is first hand perception

of the thing or situation. Indirect, when

one observes by reading secondary

sources.


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Effective observation requires

the ability to:

1. Identify focus or purpose

2. Identify appropriate data sources

3. Identify relevant data4. Control feelings

5. Make necessary records

6.C

heck observations for accuracy andcompleteness


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c.Comparing/Contrasting/Classifying/

Defining. After collecting all data, the

student compares, contrasts, classifies,

defines the data.


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Comparing requires the skill to identify to

differences. Classifying requires the skill

to group or sort categories according to

a given criteria. To define refers to theskill to state or indicate the meaning of

the word, term or symbol.


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d. Interpreting and Generalizing.

Interpreting requires the students to

explain the meaning, state the

significance of the data gathered. Thisprocess prepares for the process of

generalization, which requires the

student to derive a principle or main ideafrom the data gathered.


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Aside from the data which the students

have acquired, they can still proceed to

develop other skills such as inferring,

hypothesizing, predicting, analyzing,

synthesizing, and evaluating.


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e. Inferring, Hypothesizing and

Predicting. Inferringis drawing a

logical consequence from a given

situation or to draw an implication fromit. As such, the stun\dent reads between

the lines and state the implication.


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The ability to hypothesize is to be able

to state a tentative solution which serves

as a guide for data gathering. It can be

stated in an if-then statementora

question.


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The ability to predictis to be able to

forecast, to foretell what could happen.

Prediction is made based on relevant

data such as the prediction of a typhoon

or flash flood.


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These processes in reality are closelyrelated and may occur simultaneously.


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f. Analyzing. Analyzing employs the

students skill to break the whole into

parts to identify elements and their

relationships, as well as bindingprinciples and patterns.


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g. Synthesizing. Synthesizing requires the

students to put different parts into a

meaningful whole. The end product of

this process may take the form of awritten or oral report, exhibit, poem, a

story or any creative work towards the

end of a unit lesson.


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h.Evaluating. It involves the skill to judge

the merit, worth, or value of a thing or

situation in terms of a given criteria.

Thus, it is important for the students andthe teacher to understand clearly the set

criteria.


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The following are suggested

evaluation guides (Michaelis,

1972):1. Evaluating statements

a. Is it clear?

b. Is it an opinion?c. Is it warranted?

d. Is it supported with evidence?

e. Is it reasonable?


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2. Evaluating definitions

a. Is it clear to you?

b. Is it clear to others?c. Does it tell what include?

d. Are different terms used?

e. Can you use it?


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3. Appraising alternatives

a. What is the problem or purpose?

b. What are the different proposals or

plans?c. What standards should be used toasses them?

d. What will be the outcomes or effects of

each plan?e. Which plan will have the most desirable

outcomes in terms of standards?


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4. Evaluating interpretations

a. Can you explain the intended meaning?

b. Did you stick to the data?

c. What relationships did you find?

d. Can you state the main idea and

supporting details?

f. Can you summarize it in your own wordsand state what is most important or

significant?


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The Process Approach

The process approach pertains to the

development of scientific attitudes and

scientific methods of inquiry in addition

to basic concepts and generalization.


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Problem solving involve the scientific

process of thinking that areperceptive,

associative, inductive-deductive,

creative or imaginative, and critical.

P bl l i ili fl i


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Problem solving utilizes reflective

thinkingwhich consist of two

stages:

1. The state of perplexity or difficulty which

active thinking

2. The act of searching or inquiring to

locate materials that may help solve or

dispose of the difficulty or perplexity.


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Stages of Problem-solving. Problem

solving employs the following scientific

processes or stages.

1. Recognizing a problem

2. Stating related facts

3. Formulating a hypothesis

4. Testing a hypothesis

5. Drawing a conclusion.


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Observable Relationships toother

Methods of Teaching. Lardizabal, et.al

in 1972 observed the following

relationships of the problem method(Problem-solving) to other method of

teaching.

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Selected Approach of Health Education