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

Abstract

INTRODUCTION

The primary purpose is to evaluate the impact of concept mapping in teaching the human body system on 5th grade students Science vocabulary achievement in K-12 curriculum. This study is an intervention 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 Learning 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 scientific habit of mind. Knowing Science vocabulary supports the development of these understanding.

METHODS

Participants for this study were 5th Graders of Area J Elementary School in the District of General Mariano Alvarez, Cavite. The project procedures were explained to each 5th Grade class as well as the timeline. The dependent variables were the vocabulary exposure versus vocabulary instruction and concept mapping and to measure vocabulary achievement, pretest. Posttest, and Knowledge Rating Survey was used.

While there are many more strategies for helping students learn and use science vocabulary, this initiative provided a starting point for combining science content and vocabulary instruction and a way to avoid falling back on traditional vocabulary instruction practices. It takes concentrated effort to fit even more time for science instruction into a school day.

RESULTS

The study revealed that the implementation of concept mapping classroom strategy has a significant effect on the students' vocabulary achievement level. Post test result revealed that 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.

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 school to learn academic language, by using these strategies, teachers can help all students engage in the language of Science. Teaching learning process provided that it should be properly implemented during the independent and collaborative learning sessions held on Fridays. The class should be well facilitated, and responsibilities were compiled by the students.