LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 11 : 10 October 2011
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.

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Role of Concept Formation Teaching Model on Conceptual Change

Aamna Saleem Khan, Ph. D.

Absract

Pakistan is a developing country and the basic aim of science education in Pakistan is to improve quality of instruction (Education Sector Reform, Action Plan 2001-2005). The quality of teaching science at the secondary level in Pakistan has been questioned frequently. It is generally believed that the methods used in teaching science are outdated and not conducive to the development of clear understanding of scientific phenomena among students.

The science teacher must have the desire to teach his subject as effectively as possible for realizing the stipulated purposes of teaching science. One of the purposes of teaching Chemistry is to provide a base to explore new things. This exploration is possible when the students have clear concepts. Concept clarification is based on appropriate teaching method. A method is not merely a devise adopted for communicating certain items of information to students. It links the teacher and his pupil into an organic relationship with the constant mutual interaction. The quality of students’ life may rise by applying good methods and bad methods may debase it. Good methods play a great role in the development of concepts.

Hence concepts must be formed properly at the initial stage. If concepts are not properly developed the knowledge remains vague and inadequate to cope with a problematic situation. So there is a need to explore other new teaching methods and models besides traditional methods for clarification of concepts. Therefore, the researcher developed concept formation teaching model on the basis of direct instruction approach.

Key Words: Advance Organizer, Guided Discovery, Elaboration, Guided Practice, Inductive Reasoning, Deductive Reasoning, Experiential Learning

Introduction

Quality of education is based on the quality of instruction in the classroom. The teacher is the most critical factor in implementing the educational reforms at grass root level. It is generally recognized that academic qualifications, knowledge of the subject matter, competence and skill of teaching affect teaching-learning process. Hence, there is a need to use appropriate methods of teaching in order to present the concepts in an effective way.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Aamna Saleem Khan, Ph. D. (International Islamic University, Islamabad, Pakistan)
Assistant Professor
Preston University, Islamabad
Pakistan 44000
aamnasalim@yahoo.com
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