New Perspectives in Science Education

Scientific knowledge includes facts, concepts, hypotheses, laws and theories. These types of scientific knowledge help students understand natural phenomena around them. However, overloading students with much knowledge might hinder their ability to conceptualize them. Therefore, science teaching should focus on organizing these pieces of knowledge in a way that makes it easier for students to conceptualize and make sense of them. Science teaching also should enable students to possess cognitive skills that allow them to process information, integrate them into their existing cognitive networks and recall them whenever they need to solve new problems and make future decisions. One of the methods mentioned in the literature is using Mnemonics to aid one’s memory to remember specific information. Thus, the current study aims at exploring the effectiveness of mnemonics-based science teaching on science achievement of grade six students in Oman. The researchers used quasi-experimental research design of two groups: an experimental group (N=69) which studied using mnemonics-based science teaching and a control group (N=71) which studied using regular instruction. The duration of the study was a whole semester (4 months). The researchers chose three science units in grade six textbook: “human body”, “living organisms” and “changes in matter.” A teacher guide was developed to assist the teacher in using the mnemonics for the selected science units. The guide was checked for its content validity by a panel of experts. In addition, an achievement test was developed to measure students’ science achievement pre- and post implementation of the study. The validity and reliability of the test were checked and they were satisfactory. The findings indicated that the experimental group outperformed the control group in science achievement of the selected units. The study recommended that mnemonics should be used by science teachers and should be integrated in science curriculum.

Keywords: Mnemonics, science achievement, Science teaching.

References:
[1] Carney, R., Levin, J. (2014). Learning More About and With the Face–Name Mnemonic Strategy. Applied Cognitive Psychology, 28, 569–578.
[2] Cobb, C. (2013). The Use of an Animated Pedagogical Agent as a Mnemonic Device to Promote Learning and Motivation in Online Education. Unpublished Phd Thesis. Walden University,  USA. 
[3] Lubin, J.& Polloway, E. (2016). Mnemonic Instruction in Science and Social  Studies for Students with Learning Problems:  A Review. Learning Disabilities: A Contemporary Journal 14(2), 207–224.
[4] Seay, S. & McAlum, H. (2010). The use/application of mnemonics as a pedagogical tool in auditing. Academy of Educational Leadership Journal, 14(2) 33-47.