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.
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.
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.
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
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
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.
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.
Seven Concept Maps pertaining to 2 concepts under consideration were developed by investigator.
A Lesson Plan according to which concepts were introduced by Lecture Method was also developed by investigator.
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.
The Gain Score of Lecture Method is given by GL = LPO - LPR where GL is gain score of Lecture Method LPO is post-test score of Lecture Method LPR is pre-test score of Lecture Method