The status of concept mapping in teaching learning process: Exploring the present awareness, use and challenges

Sunil Kumar Pandey

doi:10.17485/ijst/v13i37.1535

Abstract

Aims: To explore the present status of concept mapping in teaching and learning process in India. Also, to find answers of certain questions pertaining to the usage, awareness and present status of concept maps in real life education. Further to provide some recommendation for the teaching learning process. Method: In this study, the researcher developed a questionnaire using google form containing 14 items. The items were revolving around the concept map and its practical usage in teaching and learning process. The questionnaire was sent to 200 teachers in the month of June, 2020; out of which 80 responses were received back. All the teachers are teaching in various school of the country. The types of schools included private, government, rural and urban. The region covered for data collection was mainly Delhi, however some respondents were from other parts of India also. The data was analyzed qualitatively and quantitatively. Ms. Excel was used for quantitative analysis. Findings: The study indicated that there is an awareness of concept mapping among the teachers. There are several teachers who are using concepts maps in their regular teaching learning process. Many of them learn concept maps when they were students. The use of concept maps is always considered to be effective in the classroom. However, there were some respondents who found making and implementing concept maps time-consuming and effortful. All opined that concept maps are in use and found effective in the teaching learning process. Novelty: The study investigates the status of uses of concept maps in teaching learning process. It also throws light on the problems faced by the teachers in using concept maps; hence the study contributes to plan the school-time table, curriculum and other activities. Moreover, the study provides basis for further in depth study pertaining to problems faced by teachers in using concept maps. Keywords: Concept mapping; awareness; usage; teaching; learning; education; concept maps; purpose of concept maps; challenges

Highlights

Psychologists have been working on the learning process especially how the concepts are formed in human
The sample consisted of 80 teachers who are engaged in teaching learning process. 46 respondents were of [20-25] years age group, while 28 respondents were of [25-30] years age group, and 6 respondents were of [30-35] years age group
The findings showed that concept maps are effective in teaching learning process

Summary

Introduction

Psychologists have been working on the learning process especially how the concepts are formed in human. When a child is exposed to the environment surrounding him, he tries to know about so many things. He has previous knowledge which he wants to relate with new situation and new concepts. During this process he interacts with many people who are more experienced. He gets receptive knowledge and discovery knowledge. Previous knowledge when linked to the new situation and new learning, it forms meaningful learning It can be placed in long term memory to facilitate further learning

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Methods

Findings

Conclusion