LEARNING AND USING CONCEPT MAPPING: A STUDY ON PROSPECTIVE TEACHERS

Abstract

Aims: To find the problems faced by prospective teachers in learning the skills of concept mapping. To investigates the different difficulties and errors made by the learners in each step of concept mapping. To compares learners’ concept maps to understand their development in concept mapping skills. To know the impact of concept mapping as revision tool.

Method: The researcher trained 78 participants in making concept maps. All the participants were the prospective teachers. An achievement test was developed using google form containing 20 items. Participants were further divided into two groups; each having 39 students. One group was asked to revise the selected topics with concept mapping, while another group with class notes. The data was analyzed qualitatively and quantitatively. Ms. Excel was used for quantitative analysis. A statistical tool- T-Test was used.

Findings: Participants were initially unable to enlist the concepts from a given piece of text. Further they faced problems in arranging the concepts in hierarchal order. The most difficult part of learning concept mapping was connecting two or more concepts with linking words. The impact of using concept mapping in revision of the selected topics was positive.

Novelty: The study throws light on the process of learning concept mapping by the prospective teachers who will use the same in their profession. Various difficulties in learning concept mapping have been listed so that planning to teach concept mapping could be done effectively. The present study can be used for planning in teaching concept mapping to pupil teachers and motivating them to use concept maps not only for themselves but also for future teaching profession.