"Evaluate the Impact of Concept Mapping in Teaching Human Body System on 5th-Grade Students Science Vocabulary Achievement"

Abstract

INTRODUCTION

The primary purpose was to evaluate the impact of concept mapping in teaching human body system on 5th-grade students Science vocabulary achievement in K-12 curriculum. This study was an action to the problem of students at risk in learning Science and applying the guidelines ofDepartment of Education regional office entitled "The 2C-2I-1R: K to 12 Approaches Across earning Areas that Support Teacher" for use in curriculum implementation. In order for students to develop scientific literacy, they need to gain knowledge of Science content and practice the scientific habit of mind. Knowing Science vocabulary supports the development of these understanding.

METHODS

Participants for this study were 5th grader of Area J Elementary School in the District of GMA, Cavite. The project procedures were explained to each 5thgrade class and the timeline. Dependent Variable: Vocabulary exposure versus vocabulary instruction and concept mapping. Vocabulary achievement: Pretest/Posttest and Knowledge Rating Survey. While there are many more strategies for helping students learn and use science vocabulary, these initiatives provide a starting point for combining science content and vocabulary instruction. It takes concentrated effort to fit even more time for science instruction into a school day. Modeling the use of vocabulary words throughout instruction not only reinforces students' comprehension, but it also maximizes teachers' instructional time.

RESULTS

The study revealed that the implementation of concept mapping classroom strategy has a significant effect on the students' vocabulary achievement level. The post-test result revealed that an experimental group performed very well. Through this hands-on instruction, all students can develop context-based content knowledge along with language development. This is very beneficial to students in participating in learning Science. The findings of the study are that it would be utilized on the provision of time for independent and collaborative learning for the purpose of developing student capacity for self-directed learning, teamwork, goal orientation, sense of responsibility and accountability of results.

DISCUSSIONS

The concept mapping classroom strategy can begin to help all students engage in the language of Science. To enhance Science vocabulary development for the 5th grader, who depend on the school to learn the academic language, by using the strategies, teachers can begin to help all students engage in the language of Science.