Published Paper Details:

The present study compared the effect of concept mapping and constructivist approach in teaching life science at secondary level. The pre-test post-test design was adopted for the purpose of data collection. A secondary school in Kolkata was randomly selected and made into experimental and control group. Life science Achievement Test was prepared by the researchers followed by item analysis and checking reliability. A reliability co-efficient r=0.79 was arrived after pilot study. Life science Achievement Test was administered to the students by the researchers. Data collected was analyzed using t-test statistics. The result indicated that the concept mapping groups taught using concept-mapping strategy performed significantly better than the constructivist group exposed to constructivist teaching strategy. This showed that the concept mapping strategy was found to be more effective than the constructivist teaching strategy for understanding of life science concepts. Based on verbal feedback from the students it was also concluded that although concept mapping strategy is very effective but in some field based chapters if teachers can use constructivist approach it will more fruitful to students.