Using ICT in Inductive Teaching and Learning

The inductive approach to teaching and learning has a long heritage. Getting students to engage in deep learning through critical thinking, problem solving, and discovery are not new goals for education. The Socratic method, dating back to the early Greeks, emphasizes the importance of inductive reasoning and dialogue in the teaching process (Gilstrap et al. 1975). Bruner (1960, 1962, 1966) emphasizes the importance of discovery learning and how teachers could help learners become "constructivists" or "constructionists" or builders of their own knowledge. In the areas of social studies and history education, Fenton (1966) developes his own inductive approach to teaching and learning by emphasizing on the importance of encouraging students to participate in historic analysis, and to test ideas and theories against artifacts from the historical record.