Approaches

There are many approaches which can be taken by teachers in the delivery of their lessons.  Some of the terms which are used to describe these ways of teaching are:

Inquiry-based Learning / Inquiry Model

aka: guided inquiry, open-ended inquiry, inductive thinking, creative thinking, discovery learning, the scientific method.

Dewey (1933): Inquiry is "active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further consideration to which it tends."
→ reason, evidence, inference, and generalization.

The National Science Education Standards and Benchmarks for Scientific Literacy
→ observing, measuring, predicting, inferring, using numbers, using space-time relationships, defining operationally, formulating hypotheses, interpreting data, controlling variables, experimenting, and communicating.

In the context of learning, students engage in inquiry when faced with a "fork-road situation" → a perplexing problem that causes some discomfort → the essence of science inquiry activities.

Scientific literacy = the accumulated knowledge, skills, habits of mind of the scientific community.

Anderson, Holland, and Palinscar "from a sociocultural perspective, acquiring functional scientific literacy is not simply a matter of mastering and using a canon. It requires appropriate scientific discourse - learning to use language, think and act in ways that identify one as a member of a community of scientifically literate people and enable one to participate fully in the activities of the community."
→ teacher's role is to create a community of practice within the science classroom, engage learners in collaboration and problem solving activities, and to select problems and activities that interest students.

Four Models:

• inductive inquiry
• deductive inquiry
• discovery learning (collaborative inquiry)
• project-based inquiry

Inductive Inquiry

J Richard Suchman: 

Inquiry is the active pursuit of meaning involving thought processes that change experience to bits of knowledge. When we see a strange object, for example, we may be puzzled about what it is, what it is made of, what it is used for, how it came into being, and so forth. To find answers to questions such as these we might examine the object closely, subject it to certain tests, compare it with other, more familiar objects, or ask people about it, and for a time our searching would be aimed at finding out whether any of these theories made sense. Or we might simply cast about for information that would suggest new theories for us to test. All these activities—observing, theorizing, experimenting, theory testing—are part of inquiry. The purpose of the activity is to gather enough information to put together theories that will make new experiences less strange and more meaningful.

→ Problem-focus events e.g. demonstrations or films. The demonstration is designed to present a discrepancy or a problem (NOT illustrate concepts or principles). Inquiry demonstrations are referred to as discrepant events.

The Art of Teaching Science pp 237

Didactic

Didactic method provides students with the required theoretical knowledge. It is an effective method used to teach students who are unable to organize their work and depend on the teachers for instructions. It is also used to teach basic skills of reading and writing. The teacher or the literate is the source of knowledge and the knowledge is transmitted to the students through didactic method.

https://en.wikipedia.org/wiki/Didactic_method

Functions of didactic method

· cognitive function: to understand and learn basic concepts;

· formative-educative function: to develop skills, behaviour, abilities, etc.

· instrumental function: to achieve educational objectives;

· normative function: helps to achieve productive learning, attain required results, etc.

Method of teaching

In didactic method of teaching, the teacher gives instructions to the students and the students are mostly passive listeners. It is a teacher-centred method of teaching and is content oriented. The content or knowledge of the teacher is not questioned. 

The process of teaching involves the teacher who gives instructions, commands, delivers content, and provides necessary information. The pupil activity involves listening and memorization of the content. In the modern education system, lecture method which is one of the most commonly used methods is a form of didactic teaching. 

Direct teaching

Direct instruction (DI) is a general term for the explicit teaching of a skill-set using lectures or demonstrations of the material to students. A particular subset of direct instruction, denoted by capitalization as Direct Instruction, refers to a specific example of the approach developed by Siegfried Engelmann and Wesley C. Becker. DI teaches by explicit instruction, in contrast to exploratory models such as inquiry-based learning. DI includes tutorials, participatory laboratory classes, discussion, recitation, seminars, workshops, observation, active learning, practica, or internships.

DI relies on a systematic curriculum design, delivered by implementation of a prescribed behavioral script. On the premise that all students can learn and all teachers successfully teach if given effective training in specific techniques, teachers may be evaluated based on measurable student learning.

In some special education programs, direct instruction is used in resource rooms, when teachers assist with homework completion and academic remediation.

https://en.wikipedia.org/wiki/Direct_instruction 

Taken from Lumen learning

Direct instruction is the use of straightforward, explicit teaching techniques, usually to teach a specific skill. It is a teacher-directed method, meaning that the teacher stands in front of a classroom and presents the information.

Experiential

Experiential learning is the process of learning through experience, and is more specifically defined as "learning through reflection on doing". Hands-on learning can be a form of experiential learning but does not necessarily involve students reflecting on their product.

Whole class

Whole group instruction is direct instruction using traditional textbooks or supplemental materials with minimal differentiation in either content or assessment. It is sometimes referred to as whole class instruction. It is typically provided through teacher-led direct instruction.

Teacher-centred (or teacher-led)

Pupil-centred

Resource-based 

Dewey (1933) How We Think: A Restatement of the Relation of Reflective Thinking to the Education Process