Abstract
Learning is an internal process which takes place in the mind of a child. Argument mapping (AM) is a method of visually diagramming arguments using a ‘box and arrow’ format with the aim of simplifying the reading of an argument structure and facilitating the assimilation of core statements and relations. The overall aim of the current programme of research was to evaluate the use of AM as a learning tool. The main objective of the present study was to find out the effectiveness of Argument mapping technique on achievement in Physics of secondary school students. Another objective was to compare the effect of Argument Mapping technique and Activity Oriented Method on the level of Reasoning Ability. A sample of 90 Standard IX students from the schools of Pathanamthitta district was selected for the study. It was found that Argument Mapping technique is more effective than Activity Oriented Method on the total achievement in Physics of secondary school students. Also, the study revealed that the level of Reasoning Ability of secondary school students taught through Argument Mapping technique was significantly higher than that of the students taught through Activity Oriented Method after intervention. Thus it can be concluded that teachers should provide instructions to take students through a sequence of learning experiences that takes account of student’s pre existing notions and gradually expands and hones those ideas until they are useful for analyzing situations and thus develop a deeper understanding of Physics concepts and principles.
Key words: Physics, Argument Mapping, Activity Oriented Method, Experimental Group, Control Group, Achievement, Reasoning.
[1] Research Scholar, School of Pedagogical Sciences, M.G. University, Kottayam.
[2] Research Scholar, School of Pedagogical Sciences, M.G. University, Kottayam.
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