SELECTED APPROACH

OF
HEALTH EDUCATION
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.
Types of Discovery Approach

 Guided discovery or Directed Discovery

 Pure Discovery or Free Discovery

Steps. To provide the teacher a clear-cut view in using the
discovery process 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)
Significance of Learning by Discovery

 Student learning by discovery is

significant in the following manners,
according to Songco (1990) by citing
Garcia (1989):
Significance of Learning by Discovery

 The increase in the Intellectual Potency

 Learning is geared toward synthesis and

evaluation.
Significance of Learning by Discovery

 The shift from Extrinsic to Intrinsic

rewards

 The student can experience some

amount of real joy and satisfaction due
to his achievement.
Significance of Learning by 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.
Significance of Learning by Discovery

 It aids to conserve memory

 since learning by discovery involves an

internalization of knowledge, the learner
will mist likely remember what he has
learned largely due to his personal
effort.
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.
 The diagram shows how concept is
developed:
Social health Facts/information CONCLUSION

Mental health Facts/information CONCLUSION

Health Emotional health Facts/information CONCLUSION

Spiritual health Facts/information CONCLUSION

Physical Health Facts/information CONCLUSION

Generalization
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 by
the students wherein the teacher acts as
a facilitator.
The Inquiry Approach
 Inquiry approach is another creative
way of developing critical thinking
among the students.
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.
Phases of Inquiry
Development (Second Phase)
Here, the plan outlined is carried out.
Phases of Inquiry
Summary (Third Phase)
Summarizing the findings, making
generalizations and processing findings
are done in this phase.
Phases of Inquiry
Evaluation (Fourth Phase)
The fourth phase deals with the
appraisal or evaluation. (Rivera and
Sambrano, 1992)
Michaelis, (1972) has noted that the
inquiry approach gives emphasis to the
following processes namely:
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 identification
of the student’s knowledge about a
topic, his conceptions and
misconceptions, his biases and interest.
All this information can help the teacher
improve learning experience.
b. Observing. It refers to perceiving,
examining or focusing one’s attention
on an object or activity with a purpose in
mind. It may be direct or indirect.
Direct, when there is first hand perception
of the thing or situation. Indirect, when
one observes by reading secondary
sources.
Effective observation requires the ability
to:
1. Identify focus or purpose
2. Identify appropriate data sources
3. Identify relevant data
4. Control feelings
5. Make necessary records
6. Check observations for accuracy and
completeness
c.Comparing/Contrasting/Classifying/
Defining. After collecting all data, the
student compares, contrasts, classifies,
defines the data.
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 the
skill to state or indicate the meaning of
the word, term or symbol.
d. Interpreting and Generalizing.
Interpreting requires the students to
explain the meaning, state the
significance of the data gathered. This
process prepares for the process of
generalization, which requires the
student to derive a principle or main idea
from the data gathered.
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.
e. Inferring, Hypothesizing and
Predicting. Inferring is drawing a
logical consequence from a given
situation or to draw an implication from
it. As such, the stun\dent reads between
the lines and state the implication.
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 statement or a
question.
The ability to predict is 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.
These processes in reality are closely
related and may occur simultaneously.
f. Analyzing. Analyzing employs the
student’s skill to break the whole into
parts to identify elements and their
relationships, as well as binding
principles and patterns.
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 a
written or oral report, exhibit, poem, a
story or any creative work towards the
end of a unit lesson.
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 and
the teacher to understand clearly the set
criteria.
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?
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?
3. Appraising alternatives
a. What is the problem or purpose?
b. What are the different proposals or plans?
c. What standards should be used to asses
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?
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
words and state what is most important
or significant?
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.
Problem solving involve the scientific
process of thinking that are perceptive,
associative, inductive-deductive,
creative or imaginative, and critical.
Problem solving utilizes reflective
thinking which 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.
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.
Observable Relationships to other
Methods of Teaching. Lardizabal, et.al
in 1972 observed the following
relationships of the problem method
(Problem-solving) to other method of
teaching.