A STUDY OF EFFECTIVENESS OF CONCEPT ATTAINMENT MODEL IN TEACHING OF SCIENCE AT IX GRADE LEVEL 1 Assistant Professor, Faculty of Education, Dayalbagh Educational Institute Deemed University, Dayalbagh, Agra. M.Ed Student, Faculty of Education, Dayalbagh Educational Institute Deemed University, Dayalbagh, Agra. 1 2 Dr. Amit Gautam and Jayanti Kumari 2 Concept attainment model (CAM) is a view of learning based on the belief that knowledge is concept by learners through an active mental process of development. Learners are the builders and creators of meaning and knowledge. Concept attainment model (1979) Bruner as-it is an approaches to teaching provides example and non-example of the concepts and students determine the concepts from the example. It also allows students to experience an environment first hand, therefore giving the student reliable, trustworthy knowledge and experiences. Such experience includes inquiry activity concept based learning, discovery, problem based learning, project learning, and concept learning etc. Concept attainment model (CAM) is a pedagogy which best enables students to experiences the processes of the knowledge creation and the key attributes are learning stimulated by concepts. Confucius also stated that tell me and I forget, show me and I remember involve me and I understand. Concept attainment model inspires students to learn more and learn more thoroughly. CAM, students is at the Centre of the experience with the teacher as copartner and guide. In CAM, students attempts to convert information into useful knowledge through concepts of identifying by example, vs. non example and interpreting the information and reporting findings. The word science to refer more precisely to all of physical sciences, life sciences, chemical science, which are commonly taught at primary and secondary level. Science is logical mysticism. It creates are with the world that simple mythology cannot stand at front step and think about the concepts of everything which can see. The physics, chemistry, biology, present in every square meter of our front yard is too much for any human to decipher individually. Now the problem becomes converting people to the goals of science instead to their myths. In order to keeps own economy growing. We need a new wave of educated students ready for modern scientific researches teaching and technological development. So the development of INTRODUCTION Traditionally, teacher is being the controller of the environment. Power and responsibilities are held by the teachers. They play the role of instructor (in the form of lecture) and decision maker (in regards to curriculum, content, and specific outcomes). They regard students as having knowledge holes that need to be filled with information therefore, the teacher powers knowledge into passive students. According to this point of view it is the teacher that cause learning to be occurs. Novak (1998) beyond formal instruction , the new challenges and opportunities for learning arising from varying user need, expectations, expertise and the available information source. Therefore the educationists and the intellectual have started thinking about such innovative educational practices that can make learning more pleasant experiences worth having and students can be actively involved in their own process of learning and concepts their own knowledge, so the approaches of concept attainment model are being widely used in the field of teaching learning. ISSN 2454-8707 VOLUME-II,ISSUE-V,JAN-2017 http://irji.in/ 1
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A STUDY OF EFFECTIVENESS OF CONCEPT ATTAINMENT MODEL IN TEACHING OF SCIENCE AT IX GRADE LEVEL
1Assistant Professor, Faculty of Education, Dayalbagh Educational Institute Deemed University, Dayalbagh, Agra.
M.Ed Student, Faculty of Education, Dayalbagh Educational Institute Deemed University, Dayalbagh, Agra.
1 2Dr. Amit Gautam and Jayanti Kumari
2
Concept attainment model (CAM) is a view of learning based on the belief that knowledge is concept by learners through an active mental process of development. Learners are the builders and creators of meaning and knowledge. Concept attainment model (1979) Bruner as-it is an approaches to teaching provides example and non-example of the concepts and students determine the concepts from the example. It also allows students to experience an environment first hand, therefore giving the student reliable, trustworthy knowledge and experiences. Such experience includes inquiry activity concept based learning, discovery, problem based learning, project learning, and concept learning etc.
Concept attainment model (CAM) is a pedagogy which best enables students to experiences the processes of the knowledge creation and the key attributes are learning stimulated by concepts. Confucius also stated that tell me and I forget, show me and I remember involve me and I understand. Concept attainment model inspires students to learn more and learn more thoroughly. CAM, students is at the Centre of the experience with the teacher as copartner and guide. In CAM, students attempts to convert information into useful knowledge through concepts of identifying by example, vs. non example and interpreting the information and reporting findings.
The word science to refer more precisely to all of physical sciences, life sciences, chemical science, which are commonly taught at primary and secondary level. Science is logical mysticism. It creates are with the world that simple mythology cannot stand at front step and think about the concepts of everything which can see. The physics, chemistry, biology, present in every square meter of our front yard is too much for any human to decipher individually. Now the problem becomes converting people to the goals of science instead to their myths. In order to keeps own economy growing. We need a new wave of educated students ready for modern scientific researches teaching and technological development. So the development of
INTRODUCTIONTraditionally, teacher is being the controller of the environment. Power and responsibilities are held
by the teachers. They play the role of instructor (in the form of lecture) and decision maker (in regards to curriculum, content, and specific outcomes). They regard students as having knowledge holes that need to be filled with information therefore, the teacher powers knowledge into passive students. According to this point of view it is the teacher that cause learning to be occurs. Novak (1998) beyond formal instruction , the new challenges and opportunities for learning arising from varying user need, expectations, expertise and the available information source. Therefore the educationists and the intellectual have started thinking about such innovative educational practices that can make learning more pleasant experiences worth having and students can be actively involved in their own process of learning and concepts their own knowledge, so the approaches of concept attainment model are being widely used in the field of teaching learning.
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scientific literacy is supported by instructional environment that engage students in concept attainment, problem solving, and decions making set in meaning contexts. It is through there contexts that students is the significance of science to their lives and come to appreciate the interrelated nature of science technology, society and the environment.
The researches in the field of CAM came into the picture because the existing teaching learning process needs reinformation the field of education has always been an inspiration for researcher to do something innovative and creative for development of teachers, students and teaching learning environment. Problem of traditional teaching and concept attainment model as its solution lead to emergence of the problem. The tradional method of teaching brings about learner sided development of student, whereas concept attainment model provided wider of student personality and lead to its overall development.
The researches in the field of concept attainment model (CAM) became highlighted because the existing teaching learning process is not upto the mark where teacher is act like a dominator or instructor and students are passive and act as machine which only follows the instruction and give the example and non-example. Therefore some strategies should be there which intended to engage students in authentic concepts task to enhance learning. So the growing in interest in concepts has concentrated on the one of its approached i.e. CAM. CAM suggests to classifying ideas and the introduced aspects of content students into formulating a concept through the use of illustrations words card or specimen called example. Students which catch the ideas before other are able to resolve the concept and then are invited to suggest, their own example while other, and students are still trying to form the concepts. For this reason is well suited to classroom use because all thinking abilities can be challenge throughout the activity with experience children become skilled at identifying relationship in the word, Cards or specimen, with carefully chosen example. It is possible to use concept attainment to teach almost any concepts in all subjects.
1. To analyze the content of class IX science text book with reference to CAM.2. To prepare Instructional Materials for teaching science in standard IX based on concept attainment model. (CAM).3. To find out the Effectiveness of CAM in teaching science in IX standard.4. To compare the Effectiveness of CAM with the conventional method in teaching science.
There was no significant difference in mean gain achievement score of the students taught concept attainment model and convectional method of science teaching.
An experimental method was undertaken.
The investigators have randomly selected of 60 students (30 for controlled, 30 for experimental) of IX standard of CBSE Board School of summet Rahul Goel memorial senior secondary school.
The following tool used for collecting data.
NEED FOR THE STUDY
OBJECTIVE OF THE STUDY
STATEMENT OF HYPOTHESIS
METHODOLOGY
SAMPLE
TOOL USED
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Concept attainment model by Jerome Bruner.
Concept Attainment is an indirect instructional strategy that uses a structured inquiry process. In concept attainment, students figure out the attributes of a group or category that has already been formed by the teacher. To do so, students compare and contrast examples that contain the attributes of the concept with examples that do not contain those attributes. They then separate them into two groups. Concept attainment, then, is the search for and identification of attributes that can be used to distinguish examples of a given group or category from non-examples.
Mean gain achievement test and standard deviation of concept attainment model scores for whole sample (Pretest for traditional teaching and concept attainment model) is given in figure-1
Figure-1
From figure-1, it is concluded that mean gain achievements of experimental group (21.9) are higher than the mean gain achievements of controlled group. The experimental group show high variability than controlled group. In order to test the significance of mean difference between mean gain achievement of experimental and controlled group. This value is lower than the table value at 58 degree of freedom at 0.05 which was 0.007129. This can be calculated by mean gain achievement of experimental group which was significant lower than controlled group. Thus the null hypotheses H01 is rejected therefore it can be concluded that developed instructional material based on concept attainment model is effective because if it is used in classroom teaching the students mean gain achievements will be higher than that of student taught through traditional approach.
Figure 2
JEROME BRUNER CONCEPT ATTAINMNET MODEL TEST
ANALYSIS AND INTERPRETATIONS
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Pretest for traditional teaching and concept attainment model
Group N
Mean gain
achievement
test
S.D.
Degree
of
freedom
Critical
ratio t-value
Experimental 30 21.9 3.38
58 0.007129
0.49718
significant
at P<0.05 Controlled 30 19.6 2.38
Posttest for traditional teaching and concept attainment model
Group N
Mean gain
achievement
test
S.D.
Degree
of
freedom
Critical
ratio t-value
Experimental 30 24.9 4.38 58 6.6991
<0.00001significant
at P<0.05 Controlled 30 21.6 2.38
From figure-2 it is concluded that mean gain achievements of experimental group (24.9) are higher than the mean gain achievements of controlled group. The experimental group show high variability than controlled group. In order to test the significance of mean difference between mean gain achievement of experimental and controlled group. The critical ratio which was found to be 6.6991. This value is lower than the table value at 58 degree of freedom at 0.05 which was0.00001. This can be calculated by mean gain achievement of experimental group which was significant lower than controlled group. Thus the null hypotheses H01 is rejected therefore it can be concluded that developed instructional material based on concept attainment model is effective because if it is used in classroom teaching the students mean gain achievements will be higher than that of student taught through traditional approach.
On the basis of the results drawn and discussion with the science (physics, chemistry, and biology) teachers of SUMEET RAHUL GOELMEMORIAL SENIOR SECONDRY SCHOOL the following conclusions have been drawn: Concept Attainment Model of teaching is superior and effective in terms of science concept understanding of students in comparison to Traditional Method. Concept Attainment Model has significantly higher students liking in comparison to Traditional Method. Effectiveness of concept attainment model provides a chance to analyses the student thinking process and to help them development more effective strategies for thinking and concept attainment in this interpretation of data of concept attainment model has been found to facilitate achievement of learner in science. This has an important significant role for science teaching to the school children. Therefore the science teachers may be trained in in using concept attainment model for science teaching. It is therefore suggested that replication of this study on a lager sample of different age groups, grade level, subject area, sex, socio-economic status and intelligence level, be made at more reliable and precise result.
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CONCLUSION
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