EFFECTIVENESS OF ADVANCE ORGANIZER MODEL OVER CONVENTIONAL METHODS OF TEACHING OF SCIENCE AT SECONDARY LEVEL
DOI:
https://doi.org/10.29121/granthaalayah.v5.i7.2017.2121Keywords:
Advance Organizer Model, Conventional Method, Achievement, ScienceAbstract [English]
An advance organizer is a very useful tool for teachers to help students in the classroom to understand, retain and remember new learning material. It is a tool used to introduce the lesson topic and illustrate the relationship between what the students are about to learn and the information they have already learned. The most general ideas of a subject are presented first and then progressively differentiated in terms of detail and specificity. Instructional materials are used to integrate new material with previously presented information through comparisons and cross-referencing of new and old ideas. An experimental study was conducted to know the effectiveness of Advance Organizer Model over traditional methods of teaching of science. The findings of the study show that there is significance difference between pre-test and post –test achievement scores of science. Thus, it is concluded that Advance Organizer Model is better in teaching of concepts of science than the conventional methods of teaching of science.
Downloads
References
Ausubel, D. (1978). In defense of advance organizers: A reply to the critics. Review of Educational Research, 48, 251-257. DOI: https://doi.org/10.3102/00346543048002251
Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51, 267-272. DOI: https://doi.org/10.1037/h0046669
Buddhi sagar, Meena (1987), Development and comparision of instructional material developed by using advance organizer model and operant conditioning model for teaching to BEd. students, Devi Ahilya Vishwavidayala Indore.
Joyce, B., & Weil, M., & Calhoun, E. (2003). Models of teaching (7th ed.). Englewood Cliffs, NJ: Prentice-Hall.
Mayer, R. (2003) Learning and Instruction. New Jersey: Pearson Education, Inc.
Ogle, D. S. (1986). K-W-L group instructional strategy. Teaching reading as thinking (Teleconference Resource Guide, pp. 11-17). Alexandria, VA: Association for Supervision and Curriculum Development.
Pachauri, D. and Nand V.K (2007), Comparison of Advance organizer model and concept attainment model for teaching concept of science to standard IX, V.M.U. salem, Tamilnadu.
Passi, B.K. and Awasthi, V.K.(1988), Developing Training strategy for science and teaching by using concept attainment. Ph.D thesis, model, Devi Ahilya viswavidyalaya Indore.
Sansanwall D.N (1977), An experimental study in programmed learning for teaching research methodology course at MEd level Ph.D Unpublished dissertation M.S. university of Baroda.
Stone, C. L. (1983). A meta-analysis of advanced organizer studies. Journal of Experimental Education, 51(7), 194-199. DOI: https://doi.org/10.1080/00220973.1983.11011862
Downloads
Published
How to Cite
Issue
Section
License
With the licence CC-BY, authors retain the copyright, allowing anyone to download, reuse, re-print, modify, distribute, and/or copy their contribution. The work must be properly attributed to its author.
It is not necessary to ask for further permission from the author or journal board.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
