IntroductionBluetooth technology in computers and WAP ( Wireless Applicatio Protocol

IntroductionBluetooth technology in computers and WAP ( Wireless Applicatio Protocol ) in electronics and human genome in medical cue are just a some of the numerous advances that presuppose taken placerecently. These advances validate that science plays a vitalrole in contemporary society. hence it becomes essential for thescience educationist to enhance meaningful learning, as today’sstudents are future architects of modern society. Hence the investigator has adopted Concept Mapping as one of thestrategies to introduce the concepts Semiconductor Heterostructures, IC for which Nobel Prize has been awardedduring the year 2000.Concept MapA Concept Map is a diagram gadget for representing a set ofconcept meanings embedded in a framework of propositions. In aConcept Map, the more general, more comprehensive concepts should beat the culmination of the Concept Map, lock up progressively morespecific, less inclusive concepts arranged below them. seeing theconcepts are arranged hierarchically, meaningful learningprecedes more effortlessly as new concepts or concept meanings aresubsumed under broader more inclusive concepts.Present StudyIn the offer study the investigator announced the 2 conceptsnamely Semiconductor Heterostructures, IC through two differentmethods namely Concept function Method and Lecture strategy. The XIstandard students of N.K.T.National Girls’ Higher SecondarySchool, India (where the investigator is pipeline) studying underState Board syllabus fashioned the sample. The class became dividedinto two groups of 20 students each and was treated considering ControlGroup (CG) and empirical community (EG). Two B.Ed. trainees(K.R.Kavitha and N.V.Jaya Bharathi) of N.K.T.National college ofEducation carried the experimental element of the research studydeveloped by the investigator. Ms N.V.Jayabharathi taught thetwo concepts to Control Group through Lecture method whileMs.K.R.Kavitha cultivated the planed concepts to Experimental Group atthe same time through Concept Mapping Method.Objectives of the Study1.To find the dynamism of Concept Mapping strategy overLecture Method on achievement in physics of XI standard students.2.To excogitate the effect of Scientific Attitude on achievement inPhysics of students dirt through Lecture Method.3. To ruminate the effect of Scientific mindset on achievement inPhysics of students learning over Concept Mapping Method.Data CollectionA pre-test was administered being each the groups to assess thestudents’ initial knowledge. in consequence the two concepts wereintroduced by way of two different methods to respective agencies. Finallya post-test was administered to both the corporations. TheExperimental Design, which is pre-test- cure – post-test isshown control Table 1Experimental beget Table 1GroupS.S.pretest T.M.PosttestEG20A.T C.M.M.A.TCG20A.T L.M.A.T where SS means Sample Strength, TM means Teaching Method, AT meansAchievement Test in Physics, C.M.M means conceptualization function Method,L.M. means Lectire MethodThe two B.Ed. trainees carried the research programmesimultaneously at the same time and were given individual hour tocomplete the programme. by means of simultaneous implementation of theprogramme any error due to fatigue etc is neglected. A ScienceAttitude Scale developed by Dr. Mrs. Avinash Grewal was alsoadministered at the end of the session.The tools used in the study are1.Achievement remonstrance developed by the investigator 2.ScienceAttitude tidiness 3.Concept Maps 4.Lesson PlanAchievement TestThe Achievement Test consisting of 25 multiple-choice questionswas developed by the investigator further each question carries onemark. The Achievement Test served as both pre-test andpost-test. The adjuster utilized the clinical AttitudeScale (SAS) developed by Dr. Mrs. Avinash Grewal to determinethe attitudes of XI commonplace students participating in theresearch programme. The Science Attitude Scale (sas) consistedof 20 items footing 10 positive items (S.No2,4,6,8,10,12,14,16,18,20) and 10 terrible items (S.No.1,3,5,7,9,11,13,15,17,19) are present.ScoringEach of the 10 effective items on the scale is assigned a weightranging from four (strongly agree ) to zero (strongly disagree). Inthe case of 10 negative items the order scoring is reversedranging from 0 (strongly agree) to 4(strongly disagree). Theattitude score of a subject is the sum slay of scores money alltwenty presents in the scale. therefore a maximum of eighty myriad canbe obtained through the subject.Concept MapsSeven Concept Maps pertaining to the half concepts underconsideration were developed by the investigator.Lesson PlanA Lesson Plan in accordance to which the concepts have been introduced byLecture Method was also developed by the investigator.Data AnalysisThe analysis was performed by teaching the two concepts to twogroups particularly Control Group (CG) and Experimental Group (EG)through Lecture method and Concept Mapping method. Beforecommencing the lesson the pre-test was given and after thelesson was taught the post-test was once again administered.The negotiate Score of Lecture strategy is given by GL = LPO – LPRwhere GL is gain score of Lecture Method LPO is post-test scoreof Lecture Method LPR is pre-test carry out of lesson MethodThe Gain Score of Concept mapping Method is given by GC = CPO – CPRwhere GC is gain score of supposition Mapping approach CPO ispost-test score of consideration Mapping Method CPR is pre-test scoreof Concept Mapping MethodAnalysis of vital RatiosCritical Ratios were calculated to dare the significance ofdifference between the pre-test and post-test scores clout LectureMethod and image Mapping method. Critical Ratio between thepre-test and post-test scores in Lecture MethodThe Critical Ratio premeditated in admire of pre-test andpost-test horde of Control Group taught by Lecture approach isgiven guidance Table 2. table 2Test MeanS.D.?t? value L.S.Pretest 8.151.27610.49 P<0.01Posttest 14.952.519 direction L.S stand for Level of Significance.The results of provision 2 indicate that there is significantdifference between the post-test and pre-test multitude of studentsof dispense Group taught through discourse Method. Since the post-testscore is greater than the pre-test score we can conclude thatthe performance of students is significantly higher than theirperformance in pre-test.Critical Ratio between the pre-test and post-test scores inConcept Mapping MethodThe Critical Ratio calculated in recognize of pre-test scores ofExperimental Group taught by approach Mapping strategy is given inTable 3.Table 3TestMeanS.D.?t? value L.SPretest9.40.8 19.60 P<0.01Posttest 19.72.147 The consequences of keep 3 prove that there is significantdifference between the post-test and pre-test scores of studentsof Experimental group softhearted by Concept function Method. Sincethe post-test score is greater than the pre-test score, we canconclude that the performance of students significance post-test issignificantly higher than their performance in pre-test.Analysis of produce ScoresThe Critical Ratio calculated juice respect of Gain Scores of twogroups subjected to two different methods of teaching ispresented hold Table four food 4GroupsMeanS.D.?t? value L.SL.M6.81.3646.675P<0.01C.M.M.10.31.792 where L.M. stand for lecture Method C.M.M. belief through ConceptMapping MethodThe results indicate that there is significant differencebetween the gain scores of two groups namely Lecture Method andConcept function approach. Since the gain score of Concept MappingMethod is significantly more select than the gain close of LectureMethod it can even be concluded that teaching in that Concept Mappingstrategy has helped students in the Experimental Group toachieve high scores control the test.Coefficient of network ‘r’ between the consummate scores ofLecture approach and Science stance ScaleThe product moment coefficient of correlation ‘r’ calculated inrespect of gain scores of talk Method further lore AttitudeScale (sas) scores is given in Table 5. Table 5Scores MeanS.D. r G.S.L.M.6.81.3640.9181SAS Score5.85.598 setting G.S.L.M. stand for Gain Score of Lecture MethodThe prime value of positive correlation indicate that ScienceAttitude and deed of scholars are positively correlated.That is, students with better attitude in science score bettermarks imprint science. absorptance of correlation r between the solve scores of ConceptMapping Method and Science Attitude ScaleThe product interest coefficient of correlation r calculated inrespect of gain scores of perception Mapping approach and ScienceAttitude Scale is given in Table 6 Table 6Scores Mean S.D. rC.M.M. 10.3 1.7920.8049SASScore 66.4 3.904 whereC.M.M. stand owing to Concept Mapping MethodThe high value of r indicate that Science Attitude andperformance of scholars are positively correlated. That isstudents with better attitude in science carry off better marks inscience.The findings of the study1.The gain scores of students disciplined through apprehension MappingMethod is significantly higher than the gain score of studentstaught through Lecture Method.2.The students with better attitudes in Science have scoredbetter marks in their Achievement Test in Control Group taughtby homily Method3.The students with better attitudes in Science have scoredbetter marks in their achievement Test in empitic Grouptaught by perception Mapping Method4.It was pragmatic that the time factor involved in teaching /learning through impression mapping strategy was much less than the timetaken for talk Method. therefore plentiful time could be savedapart from enhancing feeling / learning over Concept MappingMethod.Click the following link in that the utilization of Concept Mapping for concepts of Nobel rapture .Concept Mapping for Concepts of Nobel PrizeReferencesBooksGarrett. Henry E & R.S. Woodworth, (1979). Statistics inPsychology and education. Hyderabad: International e book BureauNovak, Joseph D & D.Bob Gowin (1984) Learning How to Learn.England: Cambridge University Press.Semiconductor Heterostructures, IC Win Nobel. Press release ofthe Hindu, oct 19, 2000Websites


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