The Use of Associative Images (models) for the Development of Comprehension in Sciences Education

Aiva Gaidule^1, and Uldis Heidingers¹

¹Riga English Grammar School, Zvardes iela 1, Latvia

Cite this paper:
Aiva Gaidule and Uldis Heidingers. The Use of Associative Images (models) for the Development of Comprehension in Sciences Education. American Journal of Educational Research. 2015; 3(10):1305-1310. doi: 10.12691/education-3-10-15

Abstract

Many definitions, explanations of physical, biological, chemical and mathematical processes, as well as formulae with exact designations and units are comprised in the information resources of science which are requisite for students of grammar schools. The multiplicity of the information to be acquired is plumping. Many students learn the new information in a certain mechanical way without comprehending the actual meaning of it. Therefore it is necessary to look for a solution of the problem by choosing such methodical aids which would stimulate the students to understand the information, as well as to link it with the previously acquired knowledge and experience. The student will be able to use only fully understood information for successful learning of the following themes. A simple possible solution for the mentioned problem is originated by a group of teachers from Riga English Grammar School (Latvia) in 2011. It is an alternative approach to the teaching process of science and mathematics. An equalization of complex science systems with processes or phenomena one can observe in everyday life lies in the foundation of this approach. It becomes possible to connect elementary knowledge about the order of the world with the more complicated science information to be acquired just using associations with daily processes. An association created in the framework of the above mentioned approach is called a perception model or just a model. The model can be formed as a drawing, animation, scheme, etc. The models are usually made by the students, the teacher acting as the organizer and guide of the exercise. The mentioned teaching/learning method has been used for teaching chemistry, physics, biology and mathematics in the Riga English Grammar School during already 3 school years. Several methodical approaches have been tested and improved, and very preliminary assessments of their efficiency have been made during this time. Methodical recommendations for teachers, the assessment criteria for the students’ models as well as work sheets for students were originated as the result of these activities. Our experience has confirmed that the origination of the associative images (models) stimulate students for better understanding the essence of ideas, processes and phenomena of science and mathematics. The exploitation of associative images in the teaching/learning process of science and mathematics is discussed in the present communication with an objective to acquaint interested people with the method and to stimulate the dissemination of it in grammar schools. The very first positive results are shown in it about the application of the discussed method in the mastering of science concepts. The communication is trying to answer the question about an easy possibility to stimulate the penetration of students in the essence of a subject to be acquired by the assistance of associative images (models) and the translation of the text of models into a foreign language. The communication can be deemed as a methodological recommendation to teachers. The introduction of the discussed simple method into the everyday practice of grammar schools might allow to achieve the mastering of students’ thorough knowledges and skills in a shorter time.

Keywords:
acquirement of science secondary school comprehension literacy associative image (model)

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