A Study on Role of Diagrams in the Evaluation of Learning Outcomes of Secondary Students in Life Science.
Journal Title: Journal of Biomedical and Pharmaceutical Research - Year 2013, Vol 2, Issue 1
Abstract
In the 20th century, revolutionary changes were brought about in the concepts and theories of biology. Biology, so much important in human life, has been renamed as ‘Life Science’ in the school curriculum. The age of old chalks and talk method of teaching Life science is getting modified and is being supplemented by new techniques. Learning life science requires not only the linguistic ability of the students but also their ability to understand diagrams in different formats related to the subject, and to translate the diagrams in the verbal form. The students are further required to express their knowledge and understanding in unique way through diagrams. So the theoretical segment of life science is composed of verbal as well as nonverbal diagrammatic representations. Diagrams can facilitate understanding, as information is more visually explicit, requires less inference recognition than sentential representations, and constrains inferences, which can guide cognitive processing.
Authors and Affiliations
Aniket Mukherjee*| Ramakrishna Mission Sikshanamandria, College OF Teacher Education (CTE), (A NCTE Recognized Residential Post- Graduate Autonomous College Under the University of Calcutta under section 22 of the UGC Act.), Belur Math, Howrah – 711202, West Bengal, Dr. Kamal Krishna Dey| Ex. Principal of David hare Training College, Kolkata-Professor of R.K.M.S.M.
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