Senior Secondary School Students’ Attitude Toward Chemistry in Katsina Metropolis, Nigeria: Effect of Concept Mapping Instructional Technique (Published)
The study looked at Students’ Attitudes toward Chemistry in Katsina Metropolis, Nigeria and their reaction to Concept Mapping Instructional Approach. Idea mapping was used to compare the mean attitude scores of male and female students who were taught the periodic table concept in Chemistry. The average attitude ratings of students who were taught the concept using concept mapping and those who were taught the identical concept using the lecture method following the treatment were compared in the study. From eleven Katsina public senior secondary schools, 11,094 Senior Secondary School II (SSII) Chemistry students comprised of the population. Two schools and 128 SS2 Chemistry students formed the study sample. Two research questions with corresponding hypotheses were raised and developed respectively to guide the investigation. Two classes were chosen at random and given the roles of experimental and control groups in the study. The preliminary and final tests controls were non-equivalent. The researcher employed the Concept Mapping Attitude Scale towards Chemistry (CMASTC) as the instrument for gathering data. The questions were answered using average and variation, and the assumptions were tested using t-test statistics. Results showed among other things, that there was no statistically significant difference in the mean attitude scores of boys and girls who were taught the periodic table concept using concept mapping compared to others exposed to same concept employing lectures. The study suggested, concept mapping has been shown to encourage a promising future for learners; teachers might employ it in classroom.
Education has become society’s demand for sustainable development, cooperation, and financial independence. Reflective teaching emerges as a philosophy that can increase professional skills and expertise. Concept Map is a visual tool that enhances understanding by structuring and expressing knowledge. Since knowledge representation is the core quality of both Concept Map and Reflective Practices, they may be linked. This article gives a brief literature review of Reflective Practices and tries to find out the relation of Concept Map with Reflective Practices.
Citation: Siddharth Kumar and Kishor H. Mane(2022) A Brief Literature Review of Concept Mapping for Reflective Practices, British Journal of Education, Vol.10, Issue 4, pp. 43-57