Educators should teach facts only after their students have studied the ideas, trends, and concepts that help explain those facts.
Facts, applications, effects and the underlying theory, reasoning, explanations, concepts are both important factors to learning any new phenomena or idea in the world. Each one is incomplete without the other for a complete appreciation. Usually, facts, effects, applications can be related to the world very easily, but on the other hand, the underlying ideas and explanations are often abstract and not so relatable.
If the concept underlying any idea is learnt, then facts can be appreciated better. A better comprehension of the overall matter can be achieved. It can lead to deeper understanding of the subject matter and spur an interest in students regarding it. It reveals to the students the importance of abstraction, how a seemingly abstract theory is used to explain some fact in the real world.
Consider for example the phenomenon of gravity. If students are made to understand the theory underlying forces and motion and the relation between them before introducing what exactly is gravity, they can appreciate the phenomenon better and understand the effects of gravity applied to planetary motion, orbits of planets etc. If only the facts like if any object is allowed to fall freely, it will fall with acceleration of 'g', are introduced, it is easily possible for the students to think that gravity is something related to the Earth alone. This indicates that studying ideas before facts explained by those ideas leads to a broader perspective and an all-round thinking approach, which is necessary for progress in any pursuit in any field of work.
However, sometimes concrete explanations behind actual facts are simply not known with certainty, for example in biology we all know the different forms of life, but no one has concrete explantion of the process of origin of life. At such times, it is simply not possible to present ideas, explanations before facts, and facts have to be stated first. Also, the ideas explaining several facts can be very complicated and hard to understand, and not very interesting at the first sight. So, to keep students motivated regarding learning of a particular idea, all the facts and real-world manifestations of an idea have to be presented to them, to capture their interest to learn the subject. Take the example of global warming. If one starts to talk about the complex chemical processes and geographical reasons which underlie global warming, students are very likely to not listen to you, as they are not able to relate the discussion to the real world. To get them interested, educators must present before students all the facts and the very real consequences of global warming, to get their attention regarding the subject matter. After that, there is a higher chance of students remaining interested in the topic, to find out the mechanism that gives rise to global warming, satisfying their curiosity. Consider the example of teaching electrostatics and electrodynamics to students. This is a topic which is full of complicated mathematics and reasoning. So, it is necessary to start with presenting the facts and uses of the ideas, in AC/DC motors used in fans, generators which power our house during a power cut, Maglev trains etc. which attracts the attention of students and ignites curiosity within them, owing to which they can understand the subject.
Thus, both methods of teaching have their benefits as well as shortcomings and no one method is "the best" out of the two. The use of the method really depends upon the subject matter complexity as well as the maturity of the students, and thus has to be handled on a case-by-case basis driven by advantages and disadvantages mentioned above for each method.
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Grammar and spelling errors:
Line 7, column 49, Rule ID: ACTUAL_EXPERIENCE
Message: Use simply 'facts'.
... sometimes concrete explanations behind actual facts are simply not known with certainty, fo...
Line 7, column 1659, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
...t, Maglev trains etc. which attracts the attention of students and ignites curio...
Line 7, column 1670, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
...rains etc. which attracts the attention of students and ignites curiosity within...
Line 9, column 52, Rule ID: BOTH_AS_WELL_AS
Message: Probable usage error. Use 'and' after 'both'.
...methods of teaching have their benefits as well as shortcomings and no one method is &apos...
Transition Words or Phrases used:
also, but, first, however, if, really, regarding, so, then, thus, well, as to, for example, as well as, to start with, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 28.0 19.5258426966 143% => OK
Auxiliary verbs: 9.0 12.4196629213 72% => OK
Conjunction : 24.0 14.8657303371 161% => OK
Relative clauses : 10.0 11.3162921348 88% => OK
Pronoun: 28.0 33.0505617978 85% => OK
Preposition: 95.0 58.6224719101 162% => OK
Nominalization: 8.0 12.9106741573 62% => OK
Performance on vocabulary words:
No of characters: 3108.0 2235.4752809 139% => OK
No of words: 607.0 442.535393258 137% => Less content wanted.
Chars per words: 5.12026359143 5.05705443957 101% => OK
Fourth root words length: 4.96360453597 4.55969084622 109% => OK
Word Length SD: 2.89624179774 2.79657885939 104% => OK
Unique words: 294.0 215.323595506 137% => OK
Unique words percentage: 0.484349258649 0.4932671777 98% => OK
syllable_count: 965.7 704.065955056 137% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 6.24550561798 144% => OK
Article: 5.0 4.99550561798 100% => OK
Subordination: 6.0 3.10617977528 193% => OK
Conjunction: 5.0 1.77640449438 281% => Less conjunction wanted as sentence beginning.
Preposition: 10.0 4.38483146067 228% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 25.0 20.2370786517 124% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 65.953001448 60.3974514979 109% => OK
Chars per sentence: 124.32 118.986275619 104% => OK
Words per sentence: 24.28 23.4991977007 103% => OK
Discourse Markers: 5.44 5.21951772744 104% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 18.0 10.2758426966 175% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.206184626627 0.243740707755 85% => OK
Sentence topic coherence: 0.0520790248603 0.0831039109588 63% => OK
Sentence topic coherence SD: 0.0424115160623 0.0758088955206 56% => OK
Paragraph topic coherence: 0.0961163106033 0.150359130593 64% => OK
Paragraph topic coherence SD: 0.04438277444 0.0667264976115 67% => OK
automated_readability_index: 14.8 14.1392134831 105% => OK
flesch_reading_ease: 47.12 48.8420337079 96% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.7 12.1743820225 104% => OK
coleman_liau_index: 12.71 12.1639044944 104% => OK
dale_chall_readability_score: 8.81 8.38706741573 105% => OK
difficult_words: 153.0 100.480337079 152% => OK
linsear_write_formula: 9.0 11.8971910112 76% => OK
gunning_fog: 11.6 11.2143820225 103% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.