FOCUSING
LEARNER CENTERED SECONDARY EDUCATION INTEGRATING MIND TOOLS
C. Girija
Navaneedhan
K. Saraladevi
INTRODUCTION
Learner-centered education
places the student at the center of education. It begins with understanding the
educational contexts from which a student comes. It continues with the
instructor evaluating the student’s progress towards learning objectives. By
helping the student acquire the basic skills to learn, it ultimately provides a
basis for learning throughout life. It therefore, places the responsibility for
learning on the student, while the instructor assumes role of facilitator. This
approach strives to be individualistic, flexible, competency-based, varied in
methodology and not always constrained by time or place.
Education can be made
learner focused
through Neuro Linguistic Programming.
The name Neuro Linguistic Programming is explained as
follows: The term ‘Neuro’ has originated from the
fundamental idea that all behavioural outcomes are from neurological processes
through which one
experiences and processes information using senses (visual,
auditory, kinaesthetic, olfactory, gustatory).
Linguistic refers to use of language - verbal and non-verbal, to express feelings and
thoughts. Programming refers to the ability to organise ideas and actions to
achieve specific goals and results. A regular practice of Neuro Linguistic Programming, being learner centered, enhances the academic performance of the
students.
OBJECTIVES
1. To establish the fact
that metaphorical thinking increases the intelligence level of the students;
2. To find out the
dependence of emotional intelligence of the students on metaphorical thinking;
3. To identify the impact
of metaphorical thinking on confidence level of the students;
4. To find out the correlation
between intelligence and emotional intelligence of the students;
5. To find out the
correlation between intelligence and confidence level of the students;
6. To find out the
correlation between emotional intelligence and confidence level of the students.
HYPOTHESES
1. There are significant
differences in the “t” values of pre post achievement tests administering
metaphorical thinking as a learning tool;
2. There are significant
differences in intelligence scores for pre and post tests by applying metaphorical
thinking;
3. There are no significant
differences in the scores of emotional intelligence for pre and post
achievement tests;
4. There are significant
differences in the scores of confidence level for pre and post achievement
tests by the application of metaphorical thinking;
5. There is no relationship
between intelligence and emotional intelligence amongst the students after the
application of metaphorical thinking.
METHOD
Sample
In the present study, a
sample of 100 students, (boys and girls) in the age group 16 – 17 years was
selected.
Tools
Intelligence was measured
with the help of Cattell & Cattell intelligence tests. The other tools were
manual for emotional intelligence and confidence level questionnaires.
Procedure
The sample population was
exposed to metaphorical thinking as learning tool in the academic learning of
Chemistry. Pre and post achievement
tests were conducted before and after implementing the technique. The test
scores were subjected to statistical analysis. The achievement scores were
further supported by the application of psychological tools such as
Intelligence Questionnaire, Emotional Intelligence Questionnaire and Confidence
level questionnaire.
RESULTS AND ANALYSIS
As the “t” value was found
to be greater than the table value, the metaphorical thinking has a
positive impact on the academic performance. The level of significance was
99.9% ( P <0.01), proving the validity of hypothesis 1. Intelligence is defined as a
property of mind that encompasses many related abilities, such as the
capacities to reason, to plan, to solve problems, to think abstractly, to
comprehend ideas, to use language, and to learn. Application of metaphorical
thinking helps to develop various skills related to intelligence of an individual,
which is evident from the “t” test value. From the statistical calculation, it
was found that
if a person was intelligent, he / she
was equally confident in all his/her
endeavours. Therefore, intelligence and confidence are directly related
psychological characters of an individual. The statistical calculation
supported the fact that the intelligence level of the students increased by
administering metaphorical thinking. The confidence level of the students in
the post test was greater, showing vital evidence in favour of utility value of
metaphorical thinking. There was a positive correlation between intelligence
and confidence level of the students.
CONCLUSION
Metaphors can be used to
improve communications: They can add impact or can help explain a difficult concept by
association with a more familiar one. They are powerful short-cut to instant
and memorable understanding and evoke vivid images and allow one to “see”
things from a new perspective. Hence, they are useful tools for creative problem
solving.
BIBLIOGRAPHY
http://www.mindtools.com
http://www.inovationtools.com
http://www.teachthinking.com/pdf/MetaphoricalThinking.creatingminds.org/tools/morphological.html .