ABSTRACT
Teaching science using a discovery approach is very unstructured. Students directly engage with materials and use their natural curiosity to guide their learning. Students require support while they participate in inquiry-based activities. Teachers adjust the level of support depending on the purpose of the inquiry and the abilities of the students. Conceptual change instruction aims to have students replace incorrect ideas about the natural world with more scientific explanations. Making students' ideas explicit is a significant first step of conceptual change instruction. Deductive teaching begins with the main ideas and progresses toward specific examples. Inductive teaching starts with a consideration of examples and parts, which then build toward a coherent whole concept. Hands-on activities preceded formal delivery of concepts when implementing the learning cycle. A key later stage of the learning cycle encourages to students to use their newly formed ideas and vocabulary to make sense of a related situation or activity.
