Restructuring Perceptions of Geographical Knowledge and Experience Among Learners Under a Concept Mapping Domain

Abstract

Alexandra k Transfer quoted, “The best teachers are those who show you where to look, but don’t tell you what to see”. While teaching merely rests on art but it connotes into science wherein imaginative minds are ignited for knowledge. Pedagogy and enriched content are dependable solutions for effective teaching and learning. Real meaningful learning is the focus of modern teaching which follows a constructivist approach. Bygone are the days when the traditional lecture method was sufficient to teach the pupils. Advanced technologies have been the replacement of the monotonous lecture method in Geographic studies. The pupil now constructs their knowledge by engagement, exploration, explanation, elaboration and evaluation methods. Different pedagogical practices are involved, like the enquiry approach, reflective strategy, collaborative learning, etc., among which concept mapping is one of the important strategies applied in Geography teaching. It is a graphical organiser which connects links between the two or more concepts in some logical, sequential flows. Concept Mapping effectively assists in achieving the learning outcomes. Learning outcomes are the assessment standard that indicates the expected level of learning that learners should achieve for that particular class. Many concepts of Geography dealing with exhaustive knowledge about nature and processes in nature are prudently taught with the concept mapping approach. These maps make a vivid picture of illustrated concepts in learners minds assuring thus, a rigorous and long-lasting rationalisation of content knowledge. The paper highlights one of the robust, innovative strategy of modern pedagogy in Geographic studies where the chain linkages in concept mapping provide an enriching experience of learning nature and natural phenomena.