Teaching by Conceptual Approach Based on the constructivist view of learning, the conceptual approach places the children at the

e center of a vast horizon of learning experiences where they have the opportunities to develop concepts through inductive models. Learning becomes a matter of forming constructs; that is a configuration of clearly defined ideas which are related to one another. Nature of the Conceptual Approach Forming Concepts Concepts are products of the abstraction of the mind. When the mind works into given facts and information, analyzes them, and puts them into particular groupings orders or relationships, a construct is produced. This construct forms concepts. Examples of concepts that can be formed in civics, geography and culture are: Family environment Government peace Culture rights Heritage location Time To represent them requires the use of some ideas related to one another which we refer to as concepts. From the illustrations one can see clearly a well-defined relationship among the related ideas from the concept. Some generalizations that can be drawn from Figure 1 may be: 1. Environment comprises everything that surrounds man. 2. Environment affects mans growth and development 3. Others which can be drawn from discussion. 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 general principle. Characteristics of Conceptual Approach It is broad It is inclusive of several related ideas 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 the following steps. 1. Identify the concept to be developed 2. Identify the objectives 3. Choose related topics that will necessary 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 possible generalizations that can be drawn in connection with the concept of Topography. Examples Topography affects the means of livelihood of the people. Topography affects the peoples transportation and communication. The next 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 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.

Sample Unit Plan A. CONCEPT B. GENERALIZATION C. OBJECTIVES Sample Unit Plan 1. 2. 3. 4. 5.

Culture Culture is a shared behavior Culture is a way of life General: To understand the nature of culture Specific: At the end of the unit, the pupils will :

Define culture; Discuss the cultural differences of the Ifugaos, Negritos,Badjaos, etc.; Explain the way of life of the Ifugaos, Negritos, Badjaos, etc.; Formulate general statements about them; Show respect for other peoples culture.

D. Strategy Day 1 Launching of the Unit 1. Presentation of the following examples of culture. Marriages of the Badjaos Religious practice of the Ifugaos Economic Life of the Negritos 2. Pupils define culture Day 2 Pupils identify the following topics/ problems for discussions Culture of Badjaos Culture of Ifugaos Culture of Negritos Pupils raise scientific guesses about the culture of the above. Day 3 Pupils present the culture of the Badjaos. They formulate conclusions regarding the culture of the Badjaos. Day 4 Pupils present the culture of the Negritos. They formulate conclusions regarding the culture of the Negritos. Day 5 Pupils present the culture of the Ifugaos. They formulate conclusions regarding the culture of the Ifugaos. 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 the data; 6. Formulation of the conclusions and generalizations. Inductive Nature of Conceptual Approach Constructs as conceptual frameworks Using the conceptual approach the pupils learn to form mental images of related ideas revolving around the concept. These images are called conceptual frameworks. Conceptual frameworks vary from pupil to pupil. Its formation depends on the pupils experiences, but they form conceptual frameworks in varying complexities. All these rights are related ideas that help the pupils understand the concept of RIGHTS. Techniques in Using Conceptual Approach The level of the pupils should be an important consideration. The younger the pupils, the more concrete the examples should be. As pupils abstraction sharpens in higher grades, they become more ready to deal with more complex concepts such as government, rights, freedom, democracy etc. Scientific steps always come in handy. constant exercise of the scientific steps will develop in pupils the habit of scientific thinking and they become more prepared to exercise logical thinking. The concept-building approach found in various textbooks maybe modified or revised. The teacher should use his or her creativity in implementing the approach.

 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 maybe 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. Facts and information are the building blocks of concepts. Thus the teacher should recognize the invaluable significance of facts and information in building the childrens capacity to form concepts. 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 the emphasizes concept-building. It 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.