SABARAKANTHA- 9-20-31 NA UCHHATAR PAGAR DHORAN BABAT LATEST CIRCULAR DATE-13-06-19
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-
NOTE- IMAGE NE CLEAR READ KARVA TENA PAR CLICK KARO
SABARAKANTHA- UCHHATAR PAGAR DHORAN BABAT LATEST CIRCULAR DATE-13-06-19
PAGE 1 PAGE 2
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-
NOTE- IMAGE NE CLEAR READ KARVA TENA PAR CLICK KARO
SABARAKANTHA- UCHHATAR PAGAR DHORAN BABAT LATEST CIRCULAR DATE-13-06-19
PAGE 1 PAGE 2