Wednesday, March 19, 2014
Tuesday, March 18, 2014
Conceptual Learning; pedagogical approach
Conceptual
Learning; pedagogical approach
Education in
broader sense is the process in which the learner constructs knowledge system
of the social setting he or she lives in; what is experiential or empirical is
correlated, tested and inferences are made. As the children grow they construct
their own images about their immediate environment, the family, the society and
the vast universe; quite often these imageries either stem out of the immediate
cultural setting the children lives with or from the emotional intelligence.
Education is set of scientific tools to enable the learner to make further
investigation in to what they already know and to comprehend it based on a
particular method of investigation to draw proper inferences; education is the
journey of observing, knowing, transacting about it with the wider society and
arriving at what is truthful but not just transmission of information from one
pole to the other. At wider level it’s not just set of information but seeking
of wisdom and internal or subjective strength to contemplate upon, to draw
inferences to cope up with the immediate society they live with.
In the
conventional education system the “the taught” is perceived as the mere
receiver of information rather than recognizing the potentiality of the
emotional intelligence if the little learner. The learner’s potentiality is
either undermined or their subjective strength un recognized, emotional
intelligence suppressed and is reduced to a passive listener and receiver of
cargo of information at the other end. Often class rooms turn out to be
traumatic and phony not recognizing the skills and wisdoms or methods of
knowing and investigating capability of the pupil. Monotonous transmission of
textual information as observed by us doesn’t enable the learner to retain any
set of information that is transmitted; instead it makes the student fall in to
lethargy and feel sleepy. The set of information that is transmitted out of the
context neither interests neither the learner nor the text which is seen as curricula
interest the learner. The text doesn’t help the learner to relate it to what he
or she already knows since the information is transmitted in fragments out of
the particular context the leaner is living. Most often while the tutor is
engaged with constant transmission of information the taught gets distracted to
escape the phony and monotony of transmission and engages in discussions among
themselves; either the taught are immersed in their own world of finer nuances
of their emotional intelligence which the phony transmission cannot bridge
across. Hence it’s required to engage the students to build connectedness
between the nuances of their emotional intelligence with what is required to be
inferred upon to arrive at what is nearer to scientific truth. Self searching
engages the learner in making their own investigations to reflect upon and to
arrive at basic conceptual understanding of the particular area of knowledge;
text books can only help them to correlate their conceptual learning and to correct
the mistakes; the role of the tutor is to be seen as a friendly guide equipped
with proper tools to provide basic guidance and to see that the learners are on
the right track of knowing. This process of self learning invokes a sense of
responsibility, inculcates the sense civility to transact with peers and to
work collectively to make the journey of knowing easy cruising. This is
perceived as active learning instead of passive receiver of information; since
they make their own efforts to make investigation in to particular given or
voluntarily selected concept of the curricula and to make presentations to co
peer groups, the knowledge gets encrypted in learners and enhances the memory
retention capability in them.
Why conceptual learning (concept based polycentric
class rooms)
Conceptual
learning can be seen as an effective methodology since the very process of the
multilateral converse groups formulate the class room and opens up Pandora of
queries from pupil which demands for obliteration of truncated text. Once the
unilateral, monotonous transmission of information is stopped and democratic
norms are set up in teaching methodology multilateral discussion, sharing of
information, validating the available information would start and reflected
upon by various peer groups within the class. Quite often the pupil not just
obliterate the truncated text but the inner
cravings of pupil at growth stage demands for making or seeing
interconnectedness with concepts that are distributed in other chapters of the same
text book. A particular chapter of the text might open up diverse nature of
questions which either demands for obliteration of a particular chapter or to
go beyond text book itself. Take Science text for instance (Science 8th
standard, Govt of Karnataka), Only a conventionally trained teacher can dictate
terms to students to see various chapters as separate entities, but the curious
pupil defies( only if given a chance by democratize schooling) to do so since
they see interconnected in other chapters or in other disciplines of the study.
Probably the classification of various areas in life sciences is only a
technical obligation but for the seeker of knowledge the technical obligations
matter a very little; pupil tend to move beyond and find answers since they
crave for connectedness. Let’s take food production (chapter 22) and study of
cells (chapter 5). The learners tend to ask question which fall out of the
textual borders particularly in the context of these 2 chapters rather they
make obliterations to see the connectedness. Chapter 22 discusses various
aspects basic requirements for food production, just mentions about roots
absorbing the nutrients from soil. The basic questions that arises from these
classifications rather fragmentation of texts would be diverse levels of
skepticism about the text itself. Typical learner’s questions on this would be
‘how can plants absorb nutrients against
the earth’s gravitational pull?’
What the teacher
tend to do is he postpones the answer or else avoids the question under one or
the other pretext of either by citing the border of study discipline or else
variable nature of study chapters; ultimately this muffles the learners craving
and curiosity to know, to reflect upon and to contemplate. These are some of
the key elements that are addressed while we design the texts either by
compartmentalizing the study disciplines or else by not showing
interconnectedness. If the little learner is not provided with various clues
regarding how to move beyond the text and particular discipline and enable him
to find resolution the conflict occurs in young minds, gets wounded and heads
towards skepticism. What shall we do in such peculiar situation which stems out
from compartmentalization of learning disciplines and chapters? Therefore the
class rooms are required to make a departure from constricting the learner’s
young mind and to move towards democratizing the class room by transcending it
from unilateral transmission of information to multilateral conversing sessions
to search for suitable resolutions to avoid skepticism in the class rooms. This
transcendence of class rooms basically demands for resources that are variable
in nature and tend crave for mono centric to polycentric in which condition
teachers role is seen as that of a well equipped resource person; a democratic
facilitator, a friend philosopher and a guide.
Learners tend to
see finer nuances while studying various disciplines and the need to be
addressed there in the class room itself instead muffling them or else by
postponing or asking them to seek for resolutions somewhere else.
Empowering of
teachers is another methodology which is looked at but again it can’t invoke
the senses of learners to search for answers and resolutions for constant
occurrence of conflicts among diverse varieties of know how; inter
connectedness, collating and interpolating and amalgamation by peer, concept
centric groups is the way out seek resolutions making the class room in to
multicentric searchers and polycentric self seekers of various know ledges to
arrive at the truth. This conductivity in the class room enables the little
learners to enhance their skills brings in self confidence and their behavioral
patterns in the class room and society would tend to bring in qualitative
change.
This age group
is one which is trying to construct their sense of self identity, their own
unique style of behavior and their own style of conversing and communicating
with peers and with the teaching facilitator; tend to construct their own egos
and this requires to be encouraged by not just calling them by names but
recognizing each ones unique nature and style of learning. Recognition of ones
identity and would enhance their pride and polycentric multilateral
transmission and mutual interaction would bring in a healthy competition among
peers and groups and this eases tensed atmosphere in the class rooms.
The functioning of polycentric,
Conceptual learning space
Let us take the prevailing
conflicting area at hand and see how the learners multicentric peer groups, the
teaching guide resolve it, what’s going to be the guides and learners journey
in this process. The conflicting area is that the chapter ‘food production’ simply states that Plant roots absorb nutrients
from soil but doesn’t grapple with the conflicting area that occurs in the
learners mind that ‘how can plants absorb
nutrients defying the earth’s gravitational pull’? The learners logic would
be somewhat like this: the plant canopies are above the earth and there
would be gravitational pull, how can the plants absorb nutrients against the
gravitational pull ?
This conflicting area in learners
mind need to be resolved within the class by the concept based peer groups. All
the elements that are in conflict with each other are required to be identified
by the facilitating guide, if for instance if the gravitational pull of the
earth in conflict with roots absorbing the nutrients defying gravity. These are
the concepts that need to be investigated by the peer groups though this falls
outside the ambit of the given chapter and text book. The facilitating guide
might have readymade answers to immediately resolve the conflict by just
transmitting it, but ones the peer groups are assigned with this to investigate
the nature and process of the class room changes qualitatively. Since the
conflicting area of gravitational pull of the earth and the plant root
absorption of nutrients defying the gravity is much complex than how simple it
seems and generates cascades of questions; one question heading to another.
Ultimately the questions that arises from these concepts would be in what form
are the nutrients available to for plant roots? If the plant had to absorb
these nutrients what is the process in which nutrients move upwards defying the
gravity? What is the internal structure of the roots to absorb these nutrients?
Having these conceptual questions at
hand the peer groups would be formed in accordance with learners area of
interests and affinities to make further investigations. The facilitating
guides journey is to enable the learners/ the young investigators to give
instructions about the methodology, the use of resources that are immediately
available to find suitable resolutions for all the areas of conflicts that are
at hand. Lets us now assume all the 3 groups voluntarily choose their own areas
of interest, make collective attempt to browse through various resource, gather
information for the conceptual questions and come back to present their
findings to the rest of the groups in the class room the outcome would be
somewhat like this:
Group A: The nutrients in the soil
are available to plants in Ionic form
Group B: The plant tissue membranes
absorb the nutrients
Group C: The Osmotic pressure in the
root sphere might defy the earth’s gravity to enable the plants roots to absorb nutrients
So the process is breeding new
questions and thus is the methodology of investigation in sciences; this
cascading effect of breeding new questions and problem areas in science
learning cannot get encrypted in students memory unless they does it on their
own; this cascading effect and questions arising in young fertile minds is not
properly addressed in both the curricula and in the prevailing teaching
methodology.
Let’s assume now the next generation of
questions arising out of the initial level of investigation would be: A) What
is Ion and what is ionic form, 2) Why
Ions defy the gravity and move upwards to the plant canopy, C) What is Osmotic pressure in the plant root zone?
Does Osmotic pressure defy the gravity?
Science teaching obviously breeds
newer generation of questions and this breeding of questions is typically akin
to the very nature of science and requires to be effectively addressed to get
the complete process of investigation and the findings get encrypted in learner’s
memory. This methodology of science teaching in class rooms builds stable
premises in the learners mind to make further investigations and brings in self
confidence to properly address the cascading effect that science learning
breeds and to take on the new challenges that are ahead; and thus the subject
matter prescribed doesn’t look alien and abstract to young learners.
Science learning involves dimensions
such as already prevailing notions or cultural constructs of a particular
concept which needs to be addressed only suitably replacing it by one’s own
effort and multiple cosmologies continue to prevail even after continuous
transmission of information around a particular, given scientific concept and
this requires to addressed and tread upon on a culturally sensitive terrain
instead abruption in to the cultural psyche of the young learner. The romantic
imageries that are constructed in the childhood either through grand ma’s
stories or through prevailing cultural, cosmological world views cannot be
replaced and make science learning easy to cruise through unless the learners
gets prepared, construct their own premises of scientific investigation
methodology and thus is visualization of concept and learners polycentric class
rooms in which the facilitating guide has a greater role to play; responsibly
sensitive to the learners requirement, the cultural mileu and the most being
commitment to scientific investigation methodology; a friendly philosopher and
a guide.
L.C. Nagaraj,
Independent Researcher.Bangalore.
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