INDUCTIVE & DEDUCTIVE METHOD

Dr Amit Gautam
Faculty of Education
Dayalbagh Educational Institute
(Deemed to be University)
Agra UP, India
 Two very distinct and opposing instructional approaches are
inductive and deductive. Both approaches can offer certain
advantages, but the biggest difference is the role of the teacher.
 In a deductive classroom, the teacher conducts lessons by
introducing and explaining concepts to students, and then
expecting students to complete tasks to practice the concepts; this
approach is very teacher-centred. Conversely, inductive instruction
is a much more student-centred approach and makes use of a
strategy known as ‘noticing’.
 Let’s take a closer look at the differences between inductive and
deductive instruction, and find out how noticing can be used in the
language classroom to better facilitate student learning.
INDUCTIVE METHOD
 Inductive method is based on principle of induction.
 Induction means to establish a universal truth by showing that
if it is true for a particular case and is further true for a
reasonably adequate number of cases then it is true for all such
cases.
 An inductive approach (rule-discovery) starts with some
examples from which a rule is inferred.
 At first stage a problem is solved on the basis of previous
knowledge, thinking, reasoning and insight of the learner.
 At this stage he does not know about any formula, principle or
method for the solving the given problem.
 When adequate number of similar examples, facts or objects is
presented to the learners, they try themselves to arrive at a
conclusion for all those.
 Thus, they arrive at a generalization or derive a formula through a
convincing process of reasoning and solving of various similar
problems.
 Thus, in this method rules and formulas are not supplied by the
teachers to the students.
 Here only various facts and examples are presented to the
learners and from where they have to find out rules or
establish a general formula.
 Inductive method of teaching leads us from known to
unknown, particular to general or example to general rule and
from concrete to abstract.
 When a number of concrete cases have been understood, the
learner himself is able to attempt for generalization.
 Inductive Method:- Inductive Method is based on principle of
induction. Induction means to establish a universal truth by
showing that if it is true for a particular case and is further true
for a reasonably adequate number of cases then it is true for all
such cases.
 Thus, in this method, at first stage a problem is solved on the
basis of previous knowledge, thinking, reasoning and insight of
the learner. At this stage he does not know about any formula,
principle or method for the solving the given problem. When
adequate number of similar examples, facts or objects is
presented to the learners, they try themselves to arrive at a
conclusion for all those.
 Thus, they arrive at a generalization or derive a formula through
a convincing process of reasoning and solving of various similar
problems. Thus, in this method rules and formulas are not
supplied by the teachers to the students. Here only various facts
and examples are presented to the learners and from where they
have to find out rules or establish a general formula.
 Therefore, it is a method of constructing a formula with the help
of adequate number of concrete examples. Thus, inductive
method of teaching leads us from known to unknown, particular
to general or example to general rule and from concrete to
abstract. When a number of concrete cases have been understood,
the learner himself is able to attempt for generalization.
 MERIT OF INDUCTIVE METHOD
 This method helps to develop scientific attitude among
students.
 Knowledge is self acquired an it soon transformed into
wisdom.
 Inductive method is a Scientific method and helps to
develop scientific mindedness.
 This method is logical as well as psychological.
Learning by doing is the basis of this method.
 MERIT OF INDUCTIVE METHOD CONTINUE…
 It develops critical thinking and habit of keen
observation.
 The method affords opportunities to the student to be
self dependent and develop self confidence.
 It develops the habit of intelligent hard work.

 It makes the lesson interesting by providing challenging

situation to the students.
 DEMERITS OF INDUCTIVE METHOD
 Inductive method is not good in the case of lengthy
conclusions. Moreover, it is said that pupils might not
be able to active it complete generalization.
 The method is very show and lengthy.

 It is not possible to apply this method in solving and

understanding of all the topics of science.
 DEMERITS OF INDUCTIVE METHOD
CONTINUE…
 It is lengthy and time consuming method.
 The method can be considered complete and perfect if
the Conclusions are verified through deductive method.
 It is possibility that the student may draw conclusion
very hastily and these may be based on the insufficient
data and, therefore, may be wrong.
 DEDUCTIVE METHOD
 Deduction is the process by which a particular fact is
derived from some general known truth.
 Thus, in the deductive method of teaching learner
proceeds from general to particular, abstract to concrete
and from formula to examples.
 Here a pre-established rule or formula is given to the
learners and they are asked to solve the related problems
by using that formula.
CONTINUE…
 Therefore, in this method, the learner has to perform
only calculation or to simplify the substituted known
values in the given formula to get the solution of the
problem.
 According to Joseph London, “Deductive teaching
secures first the learning of definition or law or rule, then
carefully explains its meaning and lastly illustrates it
fully by applying to fact.”
 DEDUCTIVE METHOD
 Deductive method of teaching is based on deduction. In
deductive method we proceed from general to particular and from
abstract and concrete. In this method of teaching the educator tells
the rule, principal or law to the students and then he sole that rule,
principal or law with the help of specific examples.
 First of all the rules are given and then students are asked to apply
these rules to solve more problems. This method is mainly used in
Algebra, Geometry, arithmetic and Trigonometry. In this
approach, help is taken from assumptions and guesses axioms of
mathematics. This method is used for teaching mathematics in
secondary, higher secondary or higher classes.
 DEDUCTIVE APPROACH PROCEEDS FORM
General (rules, laws, principals or formula) to specific (examples) o Unknown to know o
Abstract law to concrete example o Complex to simple Steps in deductive approach
Deductive method of teaching follows the following steps given below for effective
teaching
  Clear recognition of the problem

  Search for a tentative hypothesis

  Formulating of a tentative hypothesis

  Verification Deductive reasoning or logical deduction or “top-down” logic, is the

process of reasoning from one or more statements to reach a logically certain
conclusion.
 Deductive method of teaching is totally different from inductive method. A deductive
method is more teacher-centred approach. This means that the teacher gives the
students a new concept, explains it, and then has the students practice using the
concept.
 MERITS OF DEDUCTIVE METHOD
 The teacher’s work in simplified. He gives general
principles and the students verify them.
 It is a speedy process and the syllabi can be easily
covered.
 This method supplements induction and thus helps to
complete the process of induction-deduction.
MERITS OF DEDUCTIVE METHOD CONTINUE…

 Itis a time saving method since the students will not

have to go through the analysis and explanation to crave
out a universal truth.
 This method is very suitable for small children who
can't discover truths for themselves. The get readymade
material.
 DEMERITS OF DEDUCTIVE METHOD
 This method is rather a unnatural and un psychological
since the children do not find out the facts or principles
themselves.
 The method does not impart training in scientific
method.
DEMERITS OF DEDUCTIVE METHOD CONTINUE…

 This method does not help to develop scientific attitude.

 The method fails to develop self confidence and
initiatives in the students.
 This method encourages memorization of facts, which
are soon forgotten.
DIFFERENCES BETWEEN INDUCTIVE AND DEDUCTIVE METHOD

 Induction and deduction are pervasive elements in critical

thinking. They are also somewhat misunderstood terms.
Arguments based on experience or observations are best
expressed inductively, while arguments based on laws or
rules are best expressed deductively. Most arguments are
mainly inductive. In fact, inductive reasoning usually
comes much more naturally to us than deductive
reasoning.
 CONTINUE…
 Inductive reasoning moves from specific details and
observations to the lore general underlying principles or
processes that explain them (e.g. Newton’s law of
Gravity). The premises of an inductive argument are
believed to support the conclusion, but don't ensure it.
Thus, the conclusion of an induction is regarded as a
hypothesis. In the inductive method, also called the
scientific method, observation of nature is the authority.
 CONTINUE…
 In contrast, deductive reasoning typically moves general truths to
specific conclusion. It opens with an expansive explanation and
continues with prediction for specific observations supporting it.
Deductive reasoning is narrow in nature and is concerned with
testing or confirming a hypothesis.
  Deductive reasoning leads to a confirmation (or not) of our
original theories. It guarantees the correctness of a conclusion.
Logic is the authority in the deductive method.
PROPERTIES OF INDUCTIVE METHOD
 Induction is implicative. The conclusion of an
inductive argument has content that goes beyond
the content of its premises. A correct inductive
argument may have true premises and a false
conclusion. Induction is not necessarily truth
preserving.
 PROPERTIES OF DEDUCTIVE METHOD
 In a valid deductive argument, all of the content of the conclusion
is present, at least implicitly, in the premises. Deduction is non
implicative. If the premises are true, the conclusion must be true.
Valid deduction is necessarily truth preserving.
 If new premises are added to a valid deductive argument (and
none of its premises are changed or deleted) the argument
remains valid. Deductive validity is an all-or-nothing matter;
validity does not come in degrees. An argument is totally valid,
or it is invalid.
Thanks