Does constructivist approach applicable through concept maps to achieve meaningful learning in Science?

The current method of teaching science in primary schools is often didactic and does not engage pupil’s prior knowledge actively (Toh, Ho, Chew & Riley, 2003). Instead of understanding science concepts, pupils tend to view science is a piece of information. They do not see the big picture of a unit. As a result, new concepts are not assimilated into their long-term memory (Novak & Gowin, 1984). Making conceptualization, clearing misconception, generating idea, validation of scientific knowledge and cultivation of recent ideas are the emerging attempts in science teaching and learning process. It also enhances student’s scientific temper, objectivity, critical thinking, prejudice and freedom from science phobia (Novak, 1993). Therefore, several new methods of teaching have been developed and tried out at India and abroad. But it is seen, teachers and teacher educators always in stress to complete the content of science in school. Moreover, content should not be ignored, and to understand, various facts, principles, theories, these should be represent hierarchically (Novak, 1990) and sequential manner (Adult, 1995). Science content and concepts are linked with so many previous and new concepts, sub concepts, examples and processes. In the same time, teacher does not teach these processes like; how to link, interlink the existing concepts with previous concepts and teacher should not ignore the student’s past experience. Similarly, freedom should be given to them, to use their experience, for making, doing, experimenting, reading, discussing, asking questions, listening, and thinking, and expressing ideas individually or in groups. Relating to this idea, constructivist philosophers have believed that, learning is a process; it helps for the construction of knowledge (Fraser, & Adward, 1987).

As Novak and Gowin say, (1999, p. 36): “Learning is the meaning of a piece of knowledge, requires dialog, to exchange sharing sometimes.”In this context, meanings can be shared, discussed, negotiated.” The constructivist assumes teaching as a “common, shared process, where the student, thanks to his teacher’s help, can show himself progressively good and autonomous in problem solving, concept using, having certain attitudes and in many other questions” (Solé and Coll, 2001, p. 22). Students may change their knowledge schemes and own thinking schemes at more complex situations by interacting and collaborating ideas (Vygotsky, 1991). In a study, (Okebukola, 1990) thanks to each student for their successful work or performance for a task, which he would not be able to do if he worked individually?