In old times, hurricanes were given a saint's name, depending upon which saint's feast day did hurricane happen on. Just before second world war, another system was introduced that named hurricanes with latitude-longitude positions. However, it proved to be a bit of a problem when communicating because people's names were much easier to comprehend and remember.

Surprisingly, object that most influenced modern naming conventions is 1941 fictional novel by George Stewart called Storm. In fact right after its release, weather stations starting naming hurricanes after women. The book narrates exploit of a storm and its victims during its twelve day course after its touchdown inside California. At start of story we meet a meteorologist that has a thing of naming storms after women, which he does because it is only way that helps him to process his job's information. Maria is name that he gives to storm in this book.

Ten years after a new proposal started being used which named hurricanes by using a phonetic alphabet (Able, Baker, Charlie) thinking that it would make communications easier, just like with radio. This proved to be also too confusing, so using female names was readopted within two years.

Bluetooth technology in computers and WAP ( Wireless Applicatio Protocol ) in electronics and human genome in medical science are just a few of numerous advances that have taken place recently. These advances indicate that science plays a vital role in modern society. Hence it becomes essential for science educationist to enhance meaningful learning, as today's students are future architects of modern society. Hence investigator has adopted Concept Mapping as one of strategies to introduce concepts Semiconductor Heterostructures, IC for which Nobel Prize has been awarded during year 2000.

Concept Map

A Concept Map is a schematic device for representing a set of concept meanings embedded in a framework of propositions. In a Concept Map, more general, more inclusive concepts should be at apex of Concept Map, with progressively more specific, less inclusive concepts arranged below them. Since concepts are arranged hierarchically, meaningful learning precedes more easily as new concepts or concept meanings are subsumed under broader more inclusive concepts.

Present Study

In present study investigator introduced 2 concepts namely Semiconductor Heterostructures, IC through two different methods namely Concept Mapping Method and Lecture Method. The XI standard students of N.K.T.National Girls' Higher Secondary School, India (where investigator is working) studying under State Board syllabus formed sample. The class was divided into two groups of 20 students each and was treated as Control Group (CG) and Experimental Group (EG). Two B.Ed. trainees (K.R.Kavitha and N.V.Jaya Bharathi) of N.K.T.National College of Education carried experimental part of research study developed by investigator. Ms N.V.Jayabharathi taught two concepts to Control Group through Lecture Method while Ms.K.R.Kavitha taught same concepts to Experimental Group at same time through Concept Mapping Method.

Objectives of Study

1.To find effectiveness of Concept Mapping strategy over Lecture Method on achievement in Physics of XI standard students.

2.To study effect of Scientific Attitude on achievement in Physics of students learning through Lecture Method.

3. To study effect of Scientific Attitude on achievement in Physics of students learning through Concept Mapping Method.

Data Collection

A pre-test was administered for both groups to assess students' initial knowledge. Then two concepts were introduced by two different methods to respective groups. Finally a post-test was administered to both groups. The Experimental Design, which is pre-test- treatment - post-test is shown in Table 1

Experimental Design

Table 1

GroupS.S.pretest T.M.Posttest

EG20A.T C.M.M.A.T

CG20A.T L.M.A.T

where SS means Sample Strength, TM means Teaching Method, AT means Achievement Test in Physics, C.M.M means Concept Mapping Method, L.M. means Lectire Method

The two B.Ed. trainees carried research programme simultaneously at same time and were given one hour to complete programme. By simultaneous implementation of programme any error due to fatigue etc is neglected. A Science Attitude Scale developed by Dr. Mrs. Avinash Grewal was also administered at end of session.

The tools used in study are

1.Achievement Test developed by investigator 2.Science Attitude Scale 3.Concept Maps 4.Lesson Plan

Achievement Test

The Achievement Test consisting of 25 multiple-choice questions was developed by investigator and each question carries one mark. The Achievement Test served as both pre-test and post-test. The investigator utilized Scientific Attitude Scale (SAS) developed by Dr. Mrs. Avinash Grewal to determine attitudes of XI standard students participating in research programme. The Science Attitude Scale (SAS) consisted of 20 items where 10 positive items (S.No 2,4,6,8,10,12,14,16,18,20) and 10 negative items (S.No. 1,3,5,7,9,11,13,15,17,19) are present.

Scoring

Each of 10 positive items on scale is assigned a weight ranging from 4 (strongly agree ) to 0 (strongly disagree). In case of 10 negative items scale scoring is reversed ranging from 0 (strongly agree) to 4(strongly disagree). The attitude score of a subject is sum total of scores in all twenty items in scale. Thus a maximum of eighty scores can be obtained by subject.

Concept Maps

Seven Concept Maps pertaining to 2 concepts under consideration were developed by investigator.

Lesson Plan

A Lesson Plan according to which concepts were introduced by Lecture Method was also developed by investigator.

Data Analysis

The analysis was performed by teaching two concepts to two groups namely Control Group (CG) and Experimental Group (EG) through Lecture Method and Concept Mapping Method. Before commencing lesson pre-test was given and after lesson was taught post-test was again administered.