A Comparative Study: Concept Mapping vs. Lecture Method for Learning Nobel Prize

Sep 4




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In an era defined by technological advancements like Bluetooth in computers, Wireless Application Protocol (WAP) in electronics, and groundbreaking discoveries in medical science like the human genome, the role of science in modern society cannot be overstated.


Therefore,A Comparative Study: Concept Mapping vs. Lecture Method for Learning Nobel Prize Articles it is crucial for science educators to foster meaningful learning, recognizing that today's students are the architects of tomorrow's world. In this context, a comparative study was conducted to explore the efficacy of two teaching strategies—Concept Mapping and the Lecture Method—aimed at imparting knowledge of concepts related to Nobel Prize-winning work in the field of physics.

Understanding Concept Mapping

Concept Mapping is a powerful visual tool used to represent a network of interconnected concepts within a structured framework of propositions. In Concept Mapping, broader and more inclusive concepts are placed at the top of the map, with increasingly specific and less inclusive concepts organized hierarchically below them. This hierarchical arrangement facilitates meaningful learning by allowing new concepts or meanings to be integrated under broader, more encompassing ideas.

The Study's Objectives

The study's primary objectives were threefold:

  1. To evaluate the effectiveness of Concept Mapping as a teaching strategy compared to the Lecture Method for enhancing the understanding of physics concepts among Year XI students.
  2. To investigate the impact of students' scientific attitude on their achievement in physics when taught using the Lecture Method.
  3. To explore the effect of students' scientific attitude on their achievement in physics when taught using the Concept Mapping Method.

Data Collection and Analysis

The study was conducted with students from N.K.T. National Girls' Higher Secondary School, India, following the State Board syllabus. The sample comprised two groups: a Control Group (CG) and an Experimental Group (EG), each consisting of 20 students. The Control Group was taught using the Lecture Method, while the Experimental Group was taught simultaneously using the Concept Mapping Method. The study utilized pre-tests and post-tests to assess students' initial knowledge and their understanding after the lessons.

The analysis was based on Gain Scores, calculated as the difference between post-test and pre-test scores. Critical Ratios were used to test the significance of differences in pre-test and post-test scores between the Lecture Method and the Concept Mapping Method. The study also examined the correlation between students' scientific attitudes and their performance in physics.

Key Findings

The study yielded the following key findings:

  1. Students taught through the Concept Mapping Method demonstrated significantly higher gain scores than those taught through the Lecture Method.
  2. There was a positive correlation between students' scientific attitudes and their performance in the Achievement Test in the Control Group, which received instruction via the Lecture Method.
  3. Similarly, a positive correlation was observed between students' scientific attitudes and their achievement in the Experimental Group, where the Concept Mapping Method was employed.


The study's results underscore the effectiveness of the Concept Mapping Method in enhancing students' understanding of physics concepts compared to the Lecture Method. Furthermore, the positive correlation between scientific attitudes and academic performance emphasizes the importance of nurturing a positive attitude towards science education.

In addition to its pedagogical advantages, the Concept Mapping Method also offers the benefit of time efficiency in teaching and learning. These findings suggest that educators in Australia and beyond may consider incorporating Concept Mapping into their teaching strategies to foster deeper and more meaningful learning experiences for their students.



  • Garrett, Henry E. & R.S. Woodworth (1979). Statistics in Psychology and Education. Hyderabad: International Book Bureau.
  • Novak, Joseph D. & D. Bob Gowin (1984). Learning How to Learn. England: Cambridge University Press.


  • Nobel Prize in Physics - 2000
  • Press release from The Hindu, dated October 19, 2000, titled "Semiconductor Heterostructures, IC Win Nobel."

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