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EFFECT OF CONCEPT MAPPING, DEMONSTRATION AND COOPERATIVE METHODS
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
Human has always curiosity about the biotic world around him and their relation with a biotic world. His curiosity starts from his own bodily structure. Human got the key of healthy life through the study of bodily structures of his own and other organisms. Our day today life activities depend on our bodily organs. The personality of a person depends on how he uses his organs. The person should know all the information about it so to take care of it.
Today’s learners are tomorrow’s decision makers. The willingness of engaging oneself with contemporary science and its associated issues are now more prominent. For this the science teachers need opportunities to keep update and to developed engaging classroom approaches. The aim at today’s science education is to bring the real world in to the classroom. Today’s science teachers are searching the ways in which new knowledge can be brought is to the classroom. It is important that we teach students to make connections between what they learn in the classroom what they see in everyday life.
At the higher secondary level Biology is taught through lecture method, practical method, models and charts. A few experimental teachers follow self-study, group discussions or seminar methods. However, one can’t say surely that students learn everything about Biology by these methods. The present research is undertaken to find out a new method that will be easily available both for teachers and students and will prove the prevailing methods are inappropriate.
A few concept maps are included in the book of biology prescribed for higher secondary school. Both the teachers and students might be using these concept maps for the teaching-learning process but the method if concept map technique in studding is not practiced regularly.
The present research attempts to examine the output if the separate concept maps on each units of XI Standard XI Biology are used in the teaching-learning Process.
In fact, we are associated with the term concept map since our childhood. Along with its development the brain starts exploring the relationship between the persons, events and things around it. As the child’s experience increases, the same is being saved in the brain for example-
a) The correlation between the kinds
b) The correlation between the various departments/sections of one’s office
c) The correlation among the things around
A few examples of the practical application of concept map are: a chain system of tiff in carriers of in Mumbai or the Railway Timetable. The term ‘concept map’ may be defined as: concept maps are multi-purpose tools to visualize connections in complex systems in a wide variety of fields.
Concept maps can be defined as a form of node-link diagram for organizing and representing, semantic relations among ideas.
Many ordinary students face difficulties while dealing with some units of Biology’ at higher-secondary level, for example- Morphology of flowering plants. If the teacher teaches this unit with the help of the concept map, the students will get are the important points at a glance. The special feature of concept map is proper presentation of maximum information in minimum words. It helps to increase the understanding capacity of student’s ‘concept map’ makes the teaching-learning process more easy, lucid and effective. The dissertation research explore the use at concept maps as knowledge integration tool to draw out exciting ideas & connections to form new ideas & sort out alternative ideas.
1.2 Statement of Research Problem
Effect of concept maps on academic achievement in the subject biology among the higher secondary level school students.
Operational Definition of the Key Concepts Concepts Maps
For the purpose of this study concepts maps means diagrammatic & graphical representation of concepts in the XI Standard text book of Biology, to enhance knowledge integration. For the purpose of this study concept maps will be prepared on selected from XI Standard biology textbook.
Academic Achievement
For the purpose of this study Academic achievement means marks scored by XI standard Biology students in examination taken by researcher. The question paper used for this exam is on textbook which is published by Maharashtra state board of secondary and higher secondary education.
1.3 Objectives of the Study
1. To study the effect of concept map strategy on academic achievement of XI Standard Biology students.
1.4 Assumptions of the study
1. Content of XI Standard Biology syllabus includes concept which can be studied with concept map technique.
2. Content of XI Standard Biology syllabus includes concept which helps to prove that the concept maps can be used for knowledge integration among XI Standard in the subject Biology.
1.5 Research hypotheses
Concept mapping strategy can enhance academic achievement of the XI Standard student in the subject Biology. Null hypotheses
1. There is no significant difference between the pre test scores of control group and experimental group for academic achievement test.
2. There is no significant difference between the pre test scores & post-test scores of control group for academic achievement test.
3. There is no significant difference between the pre-test sore &post test scores of experimental group for academic achievement test.
4. There is no significant difference between the post test scores of control & experimental group for academic achievement test.
1.6 Significance of the study
1.Many students leave school with a very fragmented knowledge of biology that does not allow them to understand complex scientific systems and connections to their everyday lives. The research allows students to build strong understandings. Knowledge integration process can be enhanced with the help of concept mapping strategy & it is helpful for increasing the academic achievement of higher secondary level science students.
2. This study is important for constructive learning. The goal of this study is to explore concept maps as interactive tool implemented in a technology supported learning environment with interactive visualizations designed to support strong understandings of Biology that enables learners to explain real life phenomenon.
1.7 Scope of the study
1.The findings of this research are applicable for all the higher secondary schools.
2.The results & conclusions of this research are applicable for the subject Biology of higher secondary level.
3.The findings of this research are applicable in the field of concept mapping.
1.8 Significance of the study
The results of the present study are useful to
1.Teachers teaching Biology subject at junior level can develop on emergent teaching method.
2.Students studying Biology subject and social science at high school level can use Concept map technique as study tool.
3.Teachers teaching science and social science at high school level can use concept map technique as teaching method.
4. Students will get essential direction for precise use of concept maps in education research.
5. The Bureau of text-book production and curriculum research can develop, revision tools, evaluation tools for knowledge integration at school and junior college level.
6. Research Guides will get a new direction for precise use of Concept maps for knowledge integration in educational research.
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