Impact of Digital Concept Mapping on Learning Achievement of Prospective Teachers in Physical Science Pedagogy

Abstract

The integration of newfangled pedagogical frameworks in teacher education remains crucial for addressing persistent challenges in science teacher preparation. This quasi-experimental study examined digital concept mapping effectiveness versus traditional lecture-based methods on learning achievement in Pedagogy of Physical Science among B.Ed. students. The experimental intervention employed digital concept mapping, while the control group received conventional pedagogical instruction Data were gathered using a validated Learning Achievement Test designed to assess pedagogical knowledge, and the results were confirmed through statistical analyses. Findings revealed that digital concept mapping significantly enhanced learning achievement compared to traditional approaches. Experimental participants showed superior understanding of teaching methods, assessment techniques, and learning theories fundamental to effective physical science instruction. Gender analysis indicated equitable effectiveness across male and female participants. Results contribute valuable insights for B.Ed. curriculum reform, demonstrating how constructivist approaches can enhance pedagogical knowledge development and improve preparation of future educators for successful physical science classroom practice.