Scribd
Upload
20 views

Chapter 7 AS6 SS2

Uploaded by

Danny Kim Pigar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
20 views

Chapter 7 AS6 SS2

Uploaded by

Danny Kim Pigar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

WESTERN MINDANAO STATE UNIVERSITY

SIAY EXTERNAL CAMPUS


Dacanay, Siay, Zamboanga Sibugay
COLLEGE OF TEACHER EDUCATION

HAND OUTS IN AS6 SS2


TEACHING SOCIAL STUDIES IN INTERMEDIATE GRADES

Chapter 7: TEACHING BY CONCEPTUAL APPROACH

Introduction
Children are very good in rote memory. Their ability to memorize facts and information is
indeed an advantage that the teacher can use to teach geography, culture and civics. However, as
facts and information become increasingly difficult to manage, the teacher can explore
alternative ways. One approach which the teacher can use is the CONCEPTUAL APPROACH.

Nature of the Conceptual Approach

Forming Concepts

 Concepts are products of the abstraction of the mind. When the mind works on given
facts and information, analyzes them, and puts them into particular groupings, order or
relationships, a construct is produced.
 This construct forms the concept. Examples of concepts that can be formed in civics,
geography and culture are:

family (pamilya)

government (pamahalaan)

culture (kultura)

heritage (Salinlahi)

time (panahon)

environment (kapaligiran) peace (kapayapaan)

rights (karapatan)
location (kinaroroonan)
 From the illustration, one can see clearly a well-defined relationship among the related
ideas that form the concept. Although the configuration of ideas in Figures 1 and 2 differ,
both lead to the abstraction of a concept or a major idea and a generalization which
describes it.
 Some generalizations that can be drawn from Fig. 1 may be:

Environment comprises everything that surrounds man

Environment affects man's growth and development

Others which can be drawn from the discussion.

The generalization which can be drawn from Fig. 2 is more definitive:

The family is the basic unit of society.


 In both examples, one can readily see that the concept and generalization is arrived at by
using the inductive pattern from the specific to the general principle.
 A concept in the light of Conceptual Approach, therefore, has the following
characteristics:

1. It is broad.

2. It is inclusive of several related ideas.

3. It can be understood only after a construct has been completed.

Strategy

The usual strategy in completing the task of concept building is easy to implement.
During the planning process, the teacher may use some steps:

1. Identify the concept to be developed;

2. Identify the objectives;


3. Choose related topics that will necessarily lead to the development of the concept;

The teacher of Geography, Civics and Culture may choose the concept Topography. After
identifying the concept, the teacher now thinks of a possible generalization that can be drawn in
connection with the concept of Topography. Examples could be:

1. Topography affects the mean of livelihood of the people.

2. Topography affects the people's transportation and communication.

The next step is to formulate the objectives. An example of a general objective that can be drawn
is:

To understand the impact of topography on people.

 Specific objectives can then be formulated. Depending on the specific objectives drawn,
the teacher can then choose the subject matter or materials that can be included in the
lesson as well as the learning tasks that the pupils will go through.
 In the case of the topic Topography, the teacher may discuss with the class through the
aid of video/flat pictures/or slides the topography of the Mountain Province, Central
Luzon, and the Visayan islands. The teacher may include a discussion on the means of
livelihood of the people, their means of transportation, their clothing, shelter, etc. These
topics will necessarily lead to the formulation of the generalizations earlier stated.
From the example, one can deduce the following strategy of the conceptual approach:

1. Launching of the unit;

2. Identification of the concept;

3. Identification of the topic/problem/issue;

4. Raising of the hypothesis;

5. Presentation of data;

6. Formulation of conclusions and generalizations.


The preceding discussion shows the inductive nature of the Conceptual Approach. In other
words, generalizations are drawn from specific data. Its inductive nature required the pupils in
the example to go through the following processes:

Constructs as Conceptual Frameworks


 Conceptual frameworks vary from pupil to pupil. Its formation depends on the pupil's
experiences, mental ability and exposure. Thus, the pupils may be given the same class-
room experiences, but they form conceptual frameworks in varying complexities. Some
constructs will be simple; while others will be more elaborate. Some will have more
insights; while others will form fewer insights.

Techniques in Using the Conceptual Approach

The teacher may consider the following suggestions in using the Conceptual Approach:
1. The level of the pupils should be an important consideration. The younger the pupils, the
more concrete the examples should be. Following Piaget's stages of cognitive
development, the teacher should consider that the pupils in the lower elementary grades
should be given more simple concepts. Patterns establishing the concept being studied
should be more precise. Thus, more examples, rather than non-examples should be given.
2. The scientific steps always come in handy. The teacher should try to be faithful to the use
of scientific steps. Constant exercise of the scientific steps will develop in the pupils the
habit of scientific thinking and they become more prepared to exercise logical thinking.
3. The concept - building approach found in various textbooks may be modified or revised.
They are not absolutes. The teacher should use his/her creativity in implementing the
approach.
4. The conceptual approach can be a great opportunity for allowing pupils to learn by
groups, thus enhancing their social skills and reinforcing their values in the group. While
concepts may be deeper in a large class discussion, smaller group discussions may be
used in the higher elementary grades, where the pupils will be more comfortable to
present their views and opinions.
5. Facts and information are the building blocks of concepts. Thus, the teacher should
recognize the invaluable significance of facts and information in building the children's
capacity to form concepts. However, the teacher should ensure that the pupils do not rest
simply on knowing facts and information. The teacher should lead them to classify
known facts and information by establishing their similarities, differences unifying
elements.

Conclusion

The Conceptual Approach is an approach that emphasizes concept-building. It places the pupils
in a vast field of ideas wherein they are given the opportunities to form conceptual frame- works
or constructs that are composed of related ideas. These related ideas deepen the pupils'
understanding of the main concept.
The Conceptual Approach is inductive by nature and as such uses specific examples to form
patterns that eventually lead to concept formation. The lesson gradually unfolds using the
scientific steps.

You might also like