Please use this identifier to cite or link to this item: http://hdl.handle.net/10603/326707
Title: Effect of mind mapping and constructivist approach on acquisition of scientific concepts in relation to scientific aptitude and learning style
Researcher: Dhiman, Rosy
Guide(s): Aggarwal, Vandana
Keywords: Acquisition
Constructivist approach
Learning style
Mind mapping
Scientific aptitude
Scientific concepts
University: Panjab University
Completed Date: 2020
Abstract: This experimental research aimed to study the effect of Mind Mapping and Constructivist Approach on acquisition of Scientific Concepts in relation to Scientific Aptitude and Learning Style. The experiment was based on pre-test, post-test 3x3x2 factorial design consisted a sample of 216 students of class IX. Scientific Aptitude Test by Shahapur and Rao (2011) was used to measure the Scientific Aptitude of students and Learning Style Inventory by Misra (2012) was administered to measure the learning style of students. Descriptive and inferential statistics were employed to analyze data using SPSS software. The results analyzed through f-ratio revealed that students taught through Mind Mapping and Constructivist Approach achieved significantly higher in acquisition of Scientific Concepts than through traditional Lecture Method. t- ratios further revealed that Students instructed through Mind Mapping instructional strategy achieved significantly higher score in Scientific Concept acquisition test than through Constructivist Approach .Thus, Mind Mapping was found to be most effective teaching strategy in acquisition of scientific concepts followed by Constructivist Approach. There was no main effect found in case of Scientific Aptitude and Learning Style on acquisition scores of students taught through different instructional strategies. The students with high and low Scientific Aptitude achieved significantly higher when taught through Mind Mapping in comparison to Constructivist Approach and Lecture Method. Student s opinions collected through opinionnaire were the subject of qualitative analysis which reflected that Apart from dissemination of learning content, Mind Mapping and Constructivist Approach also created joyful and effervescent learning environment in the classroom thus, keeping the learner s active and motivated throughout Instructional Programme. The results of this research have wide implications in enhancing the effect of teaching in acquisition of scientific concepts.
Pagination: 191p.
URI: http://hdl.handle.net/10603/326707
Appears in Departments:Department of Education

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01_title.pdfAttached File4.23 kBAdobe PDFView/Open
02_certificate.pdf514.47 kBAdobe PDFView/Open
03_preface.pdf91.95 kBAdobe PDFView/Open
04_acknowledgement.pdf22.59 kBAdobe PDFView/Open
05_contents.pdf217.52 kBAdobe PDFView/Open
06_list_of_tables.pdf172.9 kBAdobe PDFView/Open
07_list_of_figures.pdf257.77 kBAdobe PDFView/Open
08_abbreviations.pdf89 kBAdobe PDFView/Open
09_chapter1.pdf847.52 kBAdobe PDFView/Open
10_chapter2.pdf340.14 kBAdobe PDFView/Open
11_chapter3.pdf1 MBAdobe PDFView/Open
12_chapter4.pdf1.32 MBAdobe PDFView/Open
13_chapter5.pdf252.91 kBAdobe PDFView/Open
14_conclusions.pdf99.58 kBAdobe PDFView/Open
15_bibliography.pdf400.59 kBAdobe PDFView/Open
16_appendices.pdf1.23 MBAdobe PDFView/Open
80_recommendation.pdf99.58 kBAdobe PDFView/Open


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