STEPS TOWARDS MEANINGFUL CHANGE

ABSTRACT 

This article presents the findings of an action research project conducted during my internship programme at GHSS Manjapra in a Class 9 classroom to address students’ confusion about the symbols of chemical elements. Many students struggled to recall and correctly identify the symbols, which hindered their understanding of chemical formulas and equations. The research aimed to explore innovative strategies to improve their comprehension and retention of element symbols. Interventions included the use of interactive flashcards, storytelling to explain the origins of symbols, periodic table games, mnemonic devices, and collaborative group activities. Data collected through classroom observations and student feedback revealed some improvement in students’ ability to recall and use symbols correctly. The study highlighted the effectiveness of engaging and diverse teaching approaches in overcoming learning challenges and emphasized the importance of reflective practice in education. This action research demonstrated how targeted strategies can foster a deeper understanding of fundamental concepts in chemistry.

INTRODUCTION

In the field of education, effective teaching requires continuous reflection and adaptation to meet the diverse needs of students. One common challenge faced by students in chemistry is understanding and remembering the symbols of chemical elements, which form the foundation for mastering advanced topics such as chemical formulas, equations, and reactions. During my internship programme in a Class 9 classroom, I observed that many students struggled with this fundamental aspect of chemistry. Students frequently confused symbols like "C" for carbon and "Ca" for calcium or were unable to associate symbols like "Na" (sodium) and "Fe" (iron) with their respective elements due to the use of Latin-derived names. This confusion created a significant barrier to their progress in chemistry. Recognizing the importance of resolving this issue, I undertook action research to systematically address the problem. Action research is a reflective process that allows educators to identify challenges, implement strategies, and evaluate their effectiveness in improving learning outcomes. Through this study, I aimed to develop engaging interventions to help students overcome their confusion and build a strong understanding of element symbols, ultimately enhancing their confidence and interest in chemistry.

CHARACTERISTICS OF ACTION RESEARCH

Action research is a systematic and reflective process that aims to solve specific problems or improve practices in real-world settings, especially in education. Below are its key characteristics:

• Problem-Focused: Action research begins with the identification of a specific problem or challenge that requires a solution. It is focused on addressing practical issues in a targeted manner.

• Reflective Process :Reflection is integral to action research. Educators continuously analyze their practices, evaluate the outcomes, and refine their strategies for improvement.

• Collaborative Nature :Action research often involves collaboration between teachers, students, administrators, or other stakeholders. This collective effort ensures diverse perspectives and solutions.

• Cyclic Process :It follows a cyclical pattern of planning, acting, observing, and reflecting. This iterative process allows for continuous refinement of strategies based on the results.

• Context-Specific :Action research focuses on solving problems within a specific context, such as a particular classroom, school, or community. The findings are tailored to the unique needs of the setting.

• Empirical and Data-Driven: Action research relies on data collection through observations, surveys, tests, or interviews to analyze the impact of interventions. Decisions are made based on evidence rather than assumptions.

• Flexible and Adaptive: The process is flexible, allowing researchers to modify their approach based on ongoing observations and feedback to achieve better outcomes.

• Practical and Relevant: Unlike traditional research, which may focus on theory, action research is oriented toward practical solutions. It directly impacts teaching and learning practices.

• Empowering :Action research empowers educators by enabling them to take ownership of their professional development. It encourages teachers to innovate and improve their practices.

• Focus on Improvement : The ultimate goal of action research is to enhance learning outcomes, teaching methods, or organizational practices, fostering a culture of continuous improvement.

These characteristics make action research a valuable tool for educators to address challenges, improve practices, and create meaningful changes in their classrooms or institutions.

STEPS IN CONSTRUCTION OF ACTION RESEARCH

Step1: Identification of the problem

It is important to identify the problem about which is desirable to take action. A teacher should be sensitive towards job related tasks and the problem should be a real concern for the teacher while he or she is in the school.

Step2: Defining and delimiting the problem

After identifying the problem, it should be defined so that goal and action could be specified. If the problem is related to teaching and learning, it is to be delimited or localised in terms of class, subject, group, period where the problem has felt and the nature of the problem.

Step3: Analysing the causes of the problem 

Causes of the problems are to be analysed with the help of preliminary evidences. This will help to formulate action hypothesis.

Step4: Formulating action hypothesis

Action hypothesis is formulated on the basis of causes analysed and experienced by the researcher. The statement of action hypothesis consists of two aspects- action and goal.

Step5: Design and implement action plan

A plan of action as how to implement action hypothesis is detailed through action plan. Depending on each action hypothesis some actions are taken and As results are observed. It includes details regarding what to do, tools and techniques used for that and time perod for which action plan is implemented-

Step6: Drawing conclusion

Accepting or rejecting an action hypotheses leads to certain conclusions. Conclusions are meant to make decisions regarding actions to be taken for modifying and improving the current practices concerned.

METHODOLOGY

As part of B.Ed curriculum, teacher trainee got an opportunity to do an internship at GHSS Manjapra. During this time, trainee was able to conduct an action research.

1. Identification of problem: The trainee was assigned to teach Chemistry subject for class IX. While dealing with the topic "Periodic table' trainee found that students are little bit confused about the symbols of elements and their position in the periodic table based on their periodic properties. Since the chapter 'Periodic table' covers all aspects of periodic table and hence it was clearly evident that students got confused about symbols of different elements and their position. Most of the elements are new to them, studying their symbols along with the periodic trend become a difficult task. They didn't show much interest in studying the symbols and the corresponding properties. They couldn't answer correctly.

2. Defining and delimiting the problem: Students of class IX of GHSS Manjapra faced difficulty in identifying the symbols of different elements and recognizing their periodic properties from the periodic table.

3. Analysing the causes of the problem: The various causes of the problems are analysed and charted with the support of a table.

4.Formulation of action hypothesis:

• If some innovative learning techniques were designed go and implemented, the problem could be reduced.
• If a proper provision for clarification of their doubts are provided, they will learn symbols more effectively.
• If more and more practice sessions are given they will be more expert in writing symbols and recognising their periodic nature.
• If the students understand the importance of periodic table, elements and their properties, they may improve. 
• If the parents encourage and helps the students in studies along with the guidance of teachers, it may lead to improvement.

5. Design of action plan:

1)Implement more innovative learning strategies

• Chart: A chart of symbols and its elements hang in the class to read it regularly.
• Peer tutoring: Teacher group the whole class into groups of 4 or 5 members.
• Workbook: Workbook provided to register elements and symbols along with their periodic nature.

2)Provide group activities for memorizing the symbols of elements

• Discussion: Teacher divides students into groups and give symbols to discuss.
• Regular notebook checking: Teacher checked the students' notebook regularly.

3)Provision for more practice sessions

• Game session: Teacher conducts a game session for practicing themselves effectively and familiarize more elements.

4)Make sessions to understand the importance of periodic table

• PowerPoint presentation: Detailing the different elements and their symbols using ppt.

5)Provide more home assignments

• Home assignments: Provide assignments to study symbols of elements so that parents can motivate them to study

6. Analysis and interpretation of action plan.

Inorder to make teaching learning process more interesting, I implemented more innovative learning techniques in my classroom. I found that students showed more interest in studying through chart, peer tutoring and by completing the workbook.Students learn better through group activities. They shared their understanding about the topic periodic table among themselves. Trainee found that it was a good and effective method. Errors are integral parts of learning. So, it is the duty of the teacher to sensitize the learners gradually to write accurately and fluently. By checking the notebooks, students become more aware of what they are writing and brought it correctly.By conducting game session, trainee see that all students actively participated in the games. It increased student participation, foster social and emotional learning and motivate students to take tasks.Detailing the different elements and their symbols as well as showing the history behind today's periodic table, the role of scientists etc through ppt will make children know the importance of periodic table.Assignments are self learning techniques. It is very useful for learning process. School time is not necessary to do extra practice sessions so home assignments turned out to be productive. This assignment helped students for better understanding of the topic "Periodic table.All these plans made a huge difference in student's response in answering and their improvement was evident and hence the action research was successful.

CONCLUSION

Trainee got an opportunity to teach Chemistry in Class IX during the internship program at GHSS Manjapra. During this period, trainee recognised the difficulty of students in studying the chapter "Periodic table. So inorder to solve the problem, trainee had done action research. Action research is a very beneficial tool. It is an ongoing process of reflection and action to produce the most effective learning environment possible. Action research is an essential process for education to evolve to meet the needs of students today and tomorrow. Conducting action research provided valuable insights into addressing students' confusion about the symbols of elements. Through systematic observation, targeted interventions, and reflective practices, I was able to identify the root causes of their difficulties and implement strategies that significantly improved their understanding.

REFERENCE

1.Carr, W., & Kemmis, S. (2009). Becoming Critical: Education, Knowledge, and Action Research.

2.https://kstatelibraries.pressbooks.pub/gradactionresearch/chapter/chapt1/

3.A concise introduction to the concept and process of action research in educational settings.

Ary D Jacobs, L C Sorensen & Walker, D A (2013) 

4.https://www.scribbr.com/methodology/action-research/

5.https://ciet.nic.in/swayam_actionResearch.php