inductive and deductive method of teaching

1. DEDUCTIVE AND INDUCTIVE
METHOD
SHABEERA BEEVI R
NO: 17
B.ED COMMERCE

2. THERE ARE TWO GENERAL APPROACHES OR
PROCEDURES IN PROBLEM SOLVING…
 INDUCTIVE
 DEDUCTIVE

3. THE INDUCTIVE METHOD
 It is a method of development.
 Thinking moves from particular to general.
 Concrete examples the students arrive at a
generalization.
 The child is led to discover truth for himself.

4. VARIOUS PROCESSES IN THE INDUCTIVE
METHOD
1. Observation of the given material
2. Discrimination and analysis noting differences and
similarities
3. Classification
4. Abstraction and generalization
5. Application or verification

5. MERITS OF THE INDUCTIVE METHOD
 Knowledge is self acquired and transformed into
‘wisdom’.
 It promotes mental activity on the part of the pupils
and makes them active participants in the learning
teaching process.
 It makes the lesson interesting by providing
challenging situations to the students.
 The method affords opportunities to the students to
be self dependent and self confidence.
 The student’s curiosity is well kept up till the end
when generalization are arrived at.

6.  This method is very natural because the knowledge
in possession of man has been acquired in this way
from the practical side of experience.
 The child learn how to tackle problems. He not only
acquires more facts but also learns the process of
acquiring facts which proves him for practical life.
 The method is based on sound psychological
principles. Learning by doing is the basis of this
method.

7. DEMERITS OF INDUCTIVE METHOD
 The insufficient data may sometimes lead the
learner to wrong generalizations.
 The method is very slow and lengthy.
 It is not very helpful in the case of small children.
 It is not suitable in the teaching of subjects in which
there is more stress on the teaching of facts.
 The inductive method is not a complete method in
itself.

8. DEDUCTIVE METHOD
 In the deductive method rules, generalization and
principles are provided to the students and then
they are asked to verify them with the help of
particular examples.

9. MERITS OF THE DEDUCTIVE METHOD
 Teacher’s work is simplified. He gives general
principles and verify them.
 This method is very economical. It saves time and
energy both of the students and the teachers.
 It is very suitable for small children who cannot
discover truths for themselves. They get ready
made material.

10. DEMERITS OF THE DEDUCTIVE METHOD
 Knowledge is not self acquired and, therefore, not
assimilated properly.
 The child is deprived of the pleasure of self activity and
self effort as ready made formulae, principles and rules
are given to him.
 It encourages memorization of facts which are soon
forgotten and therefore, knowledge is rendered useless.
 This method is unnatural and psychological for the
students who do not possess ability to appreciate
abstract ideas in the absence of concrete examples.

11.  It fails to develop motivation and interest in
learning.
 It fails to develop self confidence and initiative in
the students.

12. DEDUCTIVE AND INDUCTIVE METHOD
COMPARED
 General laws are first
stated and particular
examples to prove
them.
 It does not lead to new
knowledge.
 It is a method of
verification and
explanation.
 First particular cases
are dealt with and then
laws are derived from
them.
 It leads to new
knowledge.
 It is method of
discovery.
Deductive Inductive

13.  This method is very
quick.
 This method
dependence upon
others as it is based on
borrowing from others.
 It is downward
movement.
 This method is very
slow.
 This method gives
training to the child to
depend upon himself
and to develop self
confidence and
initiative.
 It is an upward
movement.