An Innovative Method of Teaching-Learning Strategy to Enhance the Learner's Educational Process: Paradigm Shift from Conventional Approach to Modern Approach by Neurocognitive Based Concept Mapping

Autor/inn/en	Ramachandran, Sridhar; Pandia Vadivu, P.
Titel	An Innovative Method of Teaching-Learning Strategy to Enhance the Learner's Educational Process: Paradigm Shift from Conventional Approach to Modern Approach by Neurocognitive Based Concept Mapping
Quelle	4 (2014) 12, S.661-669 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2276-6715
Schlagwörter	Concept Mapping; Neurological Organization; Cognitive Processes; Science Instruction; High School Students; Pretests Posttests; Experimental Groups; Control Groups; Comparative Analysis; Teaching Methods; Scientific Concepts; Knowledge Level; Conventional Instruction; Statistical Analysis; Foreign Countries; Hypothesis Testing; Scores; India + Suchen Sie Ihr Suchwort? Concept Map; Cognitive process; Kognitiver Prozess; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Statistische Analyse; Ausland; Hypothesenprüfung; Hypothesentest; Indien
Abstract	This study examines the effectiveness of Neurocognitive Based Concept Mapping (NBCM) on students' learning in a science course. A total of 32 grade IX of high school Central Board of Secondary Education (CBSE) students were involved in this study by pre-test and post-test measurements. They were divided into two groups: NBCM group as an experimental group and non- NBCM group as a control group. Both the groups were pre-tested with the basic knowledge on the topics "The fundamental unit of life & Is matter around us pure" before instruction. The control group was treated with routine traditional method of teaching whereas the experimental group was instructed with NCBC for three weeks. The researchers were developed a new strategy of teaching science through advanced concept mapping called Neurocognitive Based Concept Mapping for the first time and this strategy was adopted to the experimental group in the post test. The results were analysed using Sciences statistical techniques by Statistical Package for Social Science (SPSS) software. The experimental study revealed that extremely statistically significant between pre-test and post test at 0.01 level of significance. Hence neurocognitive based concept mapping strategy enhances the students to secure good scores and this strategy can be implemented to various level of subjects as well as students. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01