CONCEPT MAP-BASED ALTERNATIVE INSTRUCTIONAL RESOURCE (AIR) IN SCIENCE

Abstract

The use of concept maps allows learners to embark on a cognitive process of integrating new ideas with their existing knowledge. Thus, helping them to organize, connect and synthesize. This, study focused on the preparation of concept maps based on the perceptions of the teacher-respondents along with the crucial topics in Science 4. The concept maps were integrated in the Alternative Instructional Resource (AIR). Research and Development (R and D) was employed in the study. There were 266 Grade 4 teachers from the Schools Division of Ilocos Norte who were involved in the study. A self-perception survey questionnaire which contains the competencies and topics based on the Most Essential Learning Competencies (MELCs), was used to gather data. The data was analyzed using Statistical mean. Results revealed that the four competencies namely; Matter, Living Things and their Environment, Force, Energy, and Motion and Energy and Space, obtained ratings of Much Appropriate (MA). However, only topics under the four competencies with means higher than four were included in the preparation of concept maps. As regards the validity and acceptability of the material, it was rated Very Highly Valid (VHV) and Very Highly Acceptable (VHA), respectively. It can be inferred based on the results that concept maps are effective tools in enhancing understanding of new concepts and retention of information. Thus, teachers in other subject areas are encouraged to design concept maps to develop critical thinking skills among learners.

Keywords: concept maps; alternative instructional resource; most essential learning competencies