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The Influence of Mind Mapping on Eighth Graders’ Science Achievement
Abstract
This study assessed the influence of using mind maps as a learning tool on eighth graders’ science achievement, whether such influence was mediated by students’ prior scholastic achievement, and the relationship between students’ mind maps and their conceptual understandings. Sixty-two students enrolled in four intact sections of a grade 8 science classroom were randomly assigned to experimental and comparison conditions. Participants in the experimental group received training in, and constructed, mind maps throughout a science unit. Engagement with mind mapping was counterbalanced with involving the comparison group participants with note summarization to control for time on task as a confounding variable. Otherwise, the intervention was similar for both groups in all respects. A multiple choice test was used to measure student gains across two categories and three levels of achievement. Data analyses indicated that the experimental group participants achieved statistically significant and substantially higher gains than students in the comparison group. The gains were not mediated by participants’ prior scholastic achievement. Analyses also indicated that iconography was not as central to participants’ mind maps as often theorized. Depicting accurate links between central themes and major and minor concepts, and using colors to represent concepts were the major aspects that differentiated the mind maps built by students who achieved higher levels of conceptual understanding.
... Goodnough and Woods (2002) indicated that learners found educational mapping as an enjoyable and encouraging aid because it could motivate them to share ideas, participate, answer questions and express themselves in various academic contexts. Mona and Adbkhalick (2008) found that mapping helps students to organize their understanding, motivating them to be productive. Brinkmann (2003) found that mapping could foster learners' creativity and motivation. ...
... Second, Goodnough and Woods (2002) stated that learners find educational mapping as an enjoyable and encouraging tool since it could motivate them to share ideas, participate, answer questions and express themselves in various academic contexts. Third, Mona and Adbkhalick (2008) found that mapping helps students to organize their understanding, and it motivates them to be productive. Fifth, Brinkmann (2003) found that mapping could foster learners' creativity and motivation. ...
This study interrogated the effect of using educational mapping in teaching English language on university students' motivation. A quasi-experimental design (training program), along with a quantitative approach, was used. The study was implemented at Al-Quds Open University in Palestine. The participants comprised 36 master's degree students who were randomly divided into two equal groups: controlled (n=18) and experimental (n=18). The experimental group was taught by using educational mapping while the controlled group was taught by using common and traditional methods of teaching English language. The study questions were: 1) Are there statistically significant differences in students' means responses of English language motivation due to group? 2) Are there statistically significant differences in students' means responses of English language motivation due to gender? The data were analyzed by using SPSS, ANCOVA and MANCOVA. The results of the study showed that using educational mapping in teaching English language positively influenced university students' motivation. In addition, the results of the study indicated that there were no statistically significant differences in students' means responses of motivation according to the variable of gender. Thus, the study recommended using educational mapping as a game to foster students' motivation.
... Goodnough and Woods (2002) indicated that learners found educational mapping as an enjoyable and encouraging aid because it could motivate them to share ideas, participate, answer questions and express themselves in various academic contexts. Mona and Adbkhalick (2008) found that mapping helps students to organize their understanding, motivating them to be productive. Brinkmann (2003) found that mapping could foster learners' creativity and motivation. ...
... Second, Goodnough and Woods (2002) stated that learners find educational mapping as an enjoyable and encouraging tool since it could motivate them to share ideas, participate, answer questions and express themselves in various academic contexts. Third, Mona and Adbkhalick (2008) found that mapping helps students to organize their understanding, and it motivates them to be productive. Fifth, Brinkmann (2003) found that mapping could foster learners' creativity and motivation. ...
This study interrogated the effect of using educational mapping in teaching English language on university students' motivation. A quasi-experimental design (training program), along with a quantitative approach, was used. The study was implemented at Al-Quds Open University in Palestine .The participants comprised 36 master's degree students who were randomly divided into two equal groups: controlled (n=18) and experimental (n=18). The experimental group was taught by using educational mapping while the controlled group was taught by using common and traditional methods of teaching English language. The study questions were: 1) Are there statistically significant differences in students' means responses of English language motivation due to group? 2) Are there statistically significant differences in students' means responses of English language motivation due to gender? The data were analyzed by using SPSS, ANCOVA and MANCOVA. The results of the study showed that using educational mapping in teaching English language positively influenced university students' motivation. In addition, the results of the study indicated that there were no statistically significant differences in students' means responses of motivation according to the variable of gender. Thus, the study recommended using educational mapping as a game to foster students' motivation.
... Research conducted by Farrokhnia et al. (2019) whose results also clearly reveal that mind mapping media is useful for enhancing students' conceptual understanding. Another study conducted by Abi-el-mona, I., & Adb-El-Khalik (2006) also obtained results that the use of mind mapping can increase the value of students. ...
... It is hoped that by using mind mapping students will associate the new information he gets into the structure of his knowledge. -El-Khalik (2006) who also uses mind mapping to increase students' understanding. ...
The purpose of this study was to develop an Android-based mind mapping learning media for national income material to improve students' understanding of IPS Class XI specialization. This Development Research uses Analysis, Design, Development, Implementation, and Evaluation. Based on the results of trials that can be obtained that understood by students increases. The pre-test and post-test results increased by 30.6%, and the test results prove a statistically significant difference. The implications of this study confirm the application of the concept of mind mapping in interactive learning media that helps improve student learning outcomes, especially in material with complex concept construction.
... Research on the effectiveness of using mind maps in education is limited, but generally positive results have been found (Abi-El-Mona & Adb-El-Khalick, 2008;Budd, 2004;Farrand et al., 2002;Merchie & Van Keer, 2013, 2016a, 2016b. It is thought that mind maps aid children's understanding of text because of their hierarchical organization, in which the main ideas are represented in relation to other text parts. ...
... In previous projects, mind maps have been successfully used as a tool for economics education at a university (Budd, 2004), and as an effective study technique for medical students (Farrand et al., 2002). An experiment in middle school showed that students (13 to 14 years old) who participated in a mind mapping intervention achieved higher gains in science class compared to students in a control group (Abi-El-Mona & Adb-El-Khalick, 2008). Recent research on mind mapping in grade 5 and 6 students (mean age = 11.44 years) in primary school has shown that these students were able to improve their graphical summarization skills after participating in a mind map intervention (Merchie & Van Keer, 2013, 2016a, 2016b. ...
Research has shown that interactive book reading in early childhood classrooms contributes to children’s language development. High quality interaction during book reading has been shown to be beneficial for children’s language development, but more research is needed on which interaction practices really work, as there is great variability. The present study investigated the effects of three different interactive book reading approaches in an 8-week intervention: (1) interactive book reading (comparison condition), (2) book reading with focused attention, and (3) book reading using mind maps.
A total of 551 children aged 4-6 years from 23 early childhood classrooms participated in the current randomized quasi-experimental study. Multilevel models were used to examine differences between conditions and/or gains in children’s language abilities.
Research Findings: Results showed no significant differences between the three interactive book reading conditions, and no added effect of using mind maps during interactive book reading. However, our study does show that engaging young children in three different and relatively short interactive book reading interventions results in improved language abilities.
Practice and Policy: Findings confirm the importance of interactive book reading in education and indicate that teachers can alternate on traditional interactive reading, for example by using mind maps.
... There are similar previous studies that have significantly found positive science achievement scores through the incorporation of mind mapping. (Abi-El-Mona & Adb-El-Khalick, 2008). Furthermore, from the perspective of constructivism, the current study has analysed systematically mind mapping. ...
Mind mapping is an innovative technique that is used to make contact among ideas by using main words that give directions to the human mind. Mind mapping facilitates the teaching-learning process for knowledge construction. This experimental study was conducted to examine the effect of mind-mapping activities on students’ learning, academic achievement, and retention of knowledge. The study was carried out on the subject of science at the elementary level. The objectives of the study were to find out the effect of mind mapping activities on students learning in science at the elementary level at different levels of the cognitive domain of Bloom's taxonomy (knowledge, comprehension, application, and analyses). Grade 8 students of a public school located in a district of Punjab were taken as samples through a random sampling technique. The mind mapping method was used to teach students. The Pre-test-Post test Equivalent-Groups Design was selected. Two-month lesson planning was used for mind-mapping activities to teach the eighth graders. Two groups were made, one as an experimental and the other as the control group. Data analysis was carried out through SPSS 21. A T-test was used to compare both groups’ performance. The findings of the study indicated that the experimental group participants achieved statistically significant and higher gains than students in the control group. The results from mind-mapping activities revealed that the mind-mapping technique has a positive impact on students' learning.
... The mind mapping technique is aimed at activating both hemisphere of the brain. Mind maps are useful for helping young students with the process of building conceptual understanding of content and promoting achievement (Abi-el-Mona & Khalick, 2008). By using mind maps instead of traditional methods, students are able to visualize links between non-linear ideas which in turn provide for creativity and meaningful learning (Carlson & Daniel, 2011). ...
This study investigated the effects of Mind Mapping Instructional Approach (MMIA) on senior secondary school biology students' academic achievement in evolution in Minna, Niger State, Nigeria. A pretest posttest control quasi experimental design was adopted for the study. Two research questions were answered and two research hypotheses were formulated and tested at 0.05 level of significance. Simple random sampling was used to select two secondary schools in Minna Metropolis which were randomly assigned to experimental and control group. A total of 105 senior secondary school II students consisting of 56 females and 49 males were used for the study. The biology achievement test in evolution (BATE) developed by the researcher was the instrument used for data collection. It was validated and tested for reliability using Crombach alpha. A reliability coefficient of 0.76 was obtained. Pretest was given to the two groups before the treatment to know their entry behavior. Posttest was given to the two groups after being taught evolution concepts for four consecutive periods to test for their academic achievement. The results shows that the group taught using MMIA (experimental group) performed better than students taught with the conventional lecture method which is the control group. On the gender related issue, there was no significant difference in the mean scores of male and female students taught using MMIA. Based on the findings, it was recommended that the use of MMIA should be encouraged in teaching and learning of biology and other subjects because of its positive effects on boosting students' academic achievement. Introduction Teachers as transmitters of knowledge have had to develop, modify, improve and refine their approach so as to effectively and efficiently deliver instruction. Technological advancement, environmental and social changes have increased the need for teachers to adopt new methods of delivering instruction as the traditional approach which is teacher centered has made students passive listeners in the learning process (Al-jarf, 2009). Active learning occurs when students are doing things and thinking about what they are doing and meaningful learning happens when students integrate new information into what they already know (Adodo, 2013). Through active learning students are engaged in series of activities such as reading, discussing and writing, which also increases students' motivation to learn. Students can receive immediate feedback from their instructors and are involved in higher order thinking (analysis, synthesis and evaluation).
... It is thought that the usage of colors and support with shapes and images allows information to be recalled and knowledge to be visualized. Various studies have revealed that visuals make the learning and recall of information easier for students and support meaningful learning by making concepts more comprehensible (Abi-El-Mona & Adb-El-Khalick, 2010;Keskinkılıç-Yumuşak, 2013;Long & Carlson, 2011;Ordu & Çalışkan, 2022). ...
The study aimed to measure the success of teaching the subject of volleyball in the physical education course with the mind map. The study employed a quasi-experimental pre-posttest design with an experimental and a control group. The study was completed with a total of 66 students 33 students allocated to the experimental and 33 students to the control group. A pre-test was administered to the experimental and the control groups in order to explore students’ cognitive and psycho-motor skill levels of the relevant subjects before teaching volleyball subject.The experimental group was trained using the mind map with 40min courses a week for 9 weeks. Meantime, the control group was trained using conventional teaching methods. At the end of 9 weeks period, tests were again administered to groups. To collect data, a Volleyball Skill Test and a Psychomotor Observation Form were used. The post-tests results showed that levels of cognitive domain and overhead pass and bump pass were higher on behalf of the experimental group. In the comparisons of the cognitive and psychomotor skill levels of the two groups, a statistically significant difference was found in favor of the experimental group in the cognitive and psychomotor domains.
... içeren çalışmalara rastlamak mümkündür (Şeyihoğlu & Kartal, 2013;Yenil & Arslan, 2022). Abi-El-Mona ve Adb-El-Khalick (2008), zihin haritasının sekizinci sınıf öğrencilerinin öğrenmelerine katkısını araştırmışlardır. Gömleksiz ve Yetkiner (2012), ingilizce öğretiminde zihin haritasını kullanmış ve bu süreçte öğrencilerin başarılarını, tutumlarını ve kalıcılığa etkisini araştırmış ve öğretmen ile öğrencilerin zihin haritası ile ilgili görüşlerini incelemişlerdir. ...
Bu araştırmada, didaktiğin antropolojik teorisi temel alınarak ilköğretim matematik öğretmen adaylarının zihin haritasıyla ilgili görüşleri incelenmiştir. Çalışmada nitel araştırma desenlerinden durum çalışması kullanılmıştır. Araştırmanın çalışma grubunu, 2021-2022 eğitim öğretim yılında Marmara Bölgesi’nde bulunan bir devlet üniversitesinde öğrenim gören 26 öğretmen adayı oluşturmaktadır. Katılımcıların seçiminde amaçlı örnekleme yöntemlerinden kolay ulaşılabilir durum örneklemesi kullanılmıştır. Verilerin toplanması amacıyla, araştırmacılar tarafından Zihin Haritası Görüş Formu oluşturulmuştur. Zihin haritası görüş formu öğretmen adaylarına uygulanmış ve gönüllük esas alınarak dört öğretmen adayıyla zihin haritası görüş formu üzerinden yarı yapılandırılmış görüşmeler yapılmıştır. Araştırmanın verileri içerik analizi yöntemi ile analiz edilmiştir. Öğretmen adayları zihin haritasını ilişkilendirme, not alma tekniği, zihindeki kavramların görselleştirilmesi gibi çeşitli şekillerde gördüklerini ifade etmişlerdir. Zihin haritasını klasik not almaya göre daha işlevsel buldukları araştırmanın bulgularından birisidir. Son olarak, öğretmen adaylarının çoğunun öğretmenlik hayatlarında zihin haritasını kullanacağını ifade ettikleri ortaya çıkmıştır.
... Tellingly, studies point out that using the mind-mapping technique develops thinking skills. According to Mona and Adbkhalick (2008), mind-mapping is important, effective, and useful for learners to structure their understanding of concepts in ways that help them to be effective in the classroom. In addition, these learners can better explain concepts that mere words cannot describe. ...
The majority of students do not want to learn with traditional methods and practices; they have found it difficult to
recall knowledge presented in the classroom. Teaching and learning practices in secondary school do not facilitate
the success of all students who have few opportunities to develop a good understanding and memorization of
scientific concepts. In fact, teachers and researchers have the opportunity to identify and research alternatives to
traditional practices. The aim of the current study is to highlight the impact of using mind-mapping on the
memorization and acquisition of immunology concepts in secondary school and to evaluate its effectiveness as a
teaching-learning practice. We assigned a quiz to 40 secondary school students in order to measure their
memorization and acquisition, and used five mind-maps regarding the immunology concepts in the teaching
process for the experimental group. We analyzed all the student’s scores obtained in the quiz, and we found that
the experimental group had a good understanding and memorization regarding immunology concepts and had
more success than the control group in the quiz. However, we found that mind-mapping has a more important
impact on the memorization and acquisition of immunology concepts in secondary school.
... In educational practice, a growing number of educators are using mind mapping to assist classroom instruction, and it has been incorporated into curricula to enable teachers to organize and present materials as a pedagogical tool in the instruction process (Dhindsa et al., 2011). Previous studies have reported that mind mapping-based instruction has a positive impact on student learning outcomes, including improving their memory recall (e.g., Farrand et al., 2002), facilitating their reading comprehension (e.g., Abi-El-Mona & Adb-El-Khalick, 2008;Fesel et al., 2016;Khatimah & Rachman, 2018;Kusmaningrum, 2016;Malekzadeh & Bayat, 2015), promoting creative thinking and critical thinking skills (e.g., Davies, 2011;Polat & Aydn, 2020;Zubaidah et al., 2017), and enhancing their learning performance (e.g., Adodo, 2013;Blessing & Olufunke, 2015;Fu et al., 2019). ...
Mind mapping is a visualization tool used in instruction that can be applied by learners to generate ideas, take notes, organize thinking, and develop concepts. Instruction using mind mapping is becoming increasingly commonly used in education. However, research has produced inconsistent results regarding the effectiveness of mind mapping-based instruction on student learning outcomes. Using the meta-analysis of 21 studies, this study investigates the overall effectiveness of the mind mapping-based instructions on students’ learning outcomes in comparison with that of traditional instruction. Mind mapping-based instruction has been found to have a more positive influence on students’ cognitive learning outcomes than traditional instruction. Analysis of moderator variables suggests that the subject matter and educational level are important factors in the effectiveness of mind mapping-based instruction. Lower-grade students are more susceptible to the influence of mind mapping-based instruction than higher-grade students, and mind mapping-based instruction helps students improve their cognitive learning outcomes in all subjects, especially in the Science, Technology, Engineering, and Math disciplines.
... However, some argue that images and symbols are not very important in a mind map. Iconography is not so important to the participants' mind maps as is often theorized [4]. ...
... addition, middle school students participating in a mindmap intervention obtained higher gains in science class than students in the control group (Abi-El-Mona & Adb-El-Khalick, 2008). Finally, several studies have indicated that children in 5th and 6th grade improved their graphical summarization skills as a result of participating in a mindmap intervention (Merchie & Van Keer, 2013, 2016a, 2016b. ...
This study investigated the effect of traditional interactive reading and interactive reading using mindmaps on children’s language competence and their story comprehension and causal reasoning. Furthermore, we explored teachers’ dialogic scaffolding in the two approaches and investigated the relation between teachers’ dialogic scaffolding and children’s causal reasoning. In total, 7 early childhood teachers and their 176 pupils participated. Classrooms were randomly assigned to the traditional interactive reading group or the interactive reading using mindmaps group. Before and after a six-week intervention, children’s language competence was measured using tests for thematic vocabulary, narrative competence, and critical listening. In addition, story comprehension was measured with a short questionnaire and children’s causal reasoning and teachers’ dialogic scaffolding were assessed by coding videos of shared book reading activities. Outcomes indicated that children significantly improved their language competence over the course of the study, independent of the group to which they were assigned. In addition, findings showed that children’s causal reasoning was partly related to teachers’ dialogic scaffolding.
... Furthermore, Savich (2009) found that the focus on critical and independent thinking was an effective way for teachers to maximize the engagement of students in the class. On the other hand, Mona & Khalick (2008) stated that the maps have a positive impact on student achievement since they can enhance their deep thinking 'out of the box'. Buzan (1993) mentioned that by using keywords in a mind map, a student stimulates his or her mind to dig deeper and to see greater detail on thoughts that were previously vague. ...
A ‘Mind map’ is a visual diagram which can be used to organize information on one’s mind. It helps students to actively participate in learning while developing their skills. Due to the COVID 19 pandemic, courses are delivered via online and therefore, students find it hard to organize their lessons. Moreover, the majority of students find it difficult to maintain continuous attention on the lesson. During last year’s paper marking, it was highlighted that many students were unable to apply sampling methods and due to that they lost marks. In this context, it was explored whether mind mapping can be used as a method to help students to develop skills while ensuring students' attention on the lesson. The activity had been combined with the Structure of the Observed Learning Outcome (SOLO) taxonomy and was conducted with 33 students in the third year, following the course unit ‘Social Research Method’ offered in the Demography Special Degree Programme. Initially the lesson on sampling methods was explained to the students and subsequently, they were instructed to draw a mind map based on sampling methods and to present the same. Outcome of this activity was assessed using peer feedback, student feedback and through observations by the teacher. It was observed that 82% of the students had strongly agreed that mind mapping had helped them to grasp lessons better, while all of them had indicated that it enhanced creativity and analytical skills. Furthermore, 86%, 64%, 86% and 88% of students had stated that it improved their time management skills, critical thinking, presentation skills and organization skills respectively. Findings suggested that mind mapping can be successfully implemented in order to enhance skills of students and to maintain continuous attention during virtual lessons.
... Hence, mind maps can visualize how students think, understand, organize, and apply knowledge (Somers et al. 2014). Several studies have shown the positive effects of mind mapping (Abi-El-Mona and Adb- El-Khalick 2008;D'Antoni et al. 2010;Liu et al. 2014;Merchie and Van Keer 2016;Seyihoglu and Kartal 2010). ...
Appropriate collaborative learning support is necessary for group learning in a flipped classroom setting, especially in the out-of-class learning phase. This study involved a collaborative mind mapping strategy to engage learners in group activities in the flipped classroom setting. A pilot experiment was conducted to examine the effect of such a strategy on students’ learning achievement, self-efficacy, motivation, and acceptance of mind mapping in a news photography course. Specifically, this study compared the effects of two mind mapping strategies (collaborative vs. individual) combined with instructional methods (flipped classroom vs. conventional) on students’ learning outcomes. A 2 × 2 mixed-factorial experiment design was used, with the mind mapping strategies as the within-subjects factors and the instructional methods as the between-subjects factors. Ninety-two sophomores enrolled in this course were randomly assigned to either flipped classroom or conventional lecturing. Both method groups used collaborative and individual mind mapping. Results revealed that the combination of a collaborative mind mapping strategy and a flipped classroom significantly improved students’ learning achievement and self-efficacy. In addition, flipped classroom students had a more positive attitude toward accepting and using collaborative mind mapping than those in the individual mind mapping condition. These implications provided instructional designers guidance to apply collaborative mind mapping into a flipped classroom and suggested that designers should focus on improving students’ motivation by integrating other strategies.
... Mind maps are a useful tool for helping students with the process of building conceptual understanding of content and promoting achievement [24]. Brainstorming, organizers, and process maps were integral to "building conceptual links" in student understanding and recollection [25]. Mind Mapping allows students to construct their thoughts in different ways (kinesthetically, verbally, and others) which helps to increase the retention ability among learners when the target information is visualized [26]. ...
There are evidence that human learning can generally be mediated. Learning takes place when learners interact with learning materials and the environment of the learner has been sufficiently modified in such a way that a specified learning outcome occurs. But how can leaners apply an acquired knowledge or skill if you have not committed it to memory? Durable memory is the basis on which effective inquiry, thinking and learning are done; the ability to remember things. Hence, this study examines how durable memory strategies (Memory Palace and Mind mapping) influence pre-service teachers' memory and achievement and find out if Intelligence Quotient is a proxy for memory and Achievement. This study adopted the Pretest Posttest Control Group Quasi-Experimental Design. The results show that there was significant main effect of treatment (mind map and Memory Palace) on pre-service teachers' Memory and Achievement. This study shows that learning using durable memory strategies could make a difference in helping learners retain and recall content that can be used in problem solving, creating things, and thinking critically.
... In line with the previous statement, mind maps are considered suitable to develop verbal-linguistic intelligence and visual-spatial intelligence, children who are language savvy are very suitable to learn to use mind maps because mind maps use keywords in recording, and visualspatial intelligent children are very suitable to learn to use mind maps because mind maps use a lot of pictures and colors (Swadarma, 2013). Mind maps can greatly help connect verbal-linguistic intelligence and visual-spatial intelligence in the context of Gardner's theory of multiple intelligences (Mona & Khalick, 2008). Mind maps will be fun to see, read, and understand (Buzan, 2005). ...
Intelligence describes the ability of individuals to complete tasks to achieve goals. Development of the times helped develop discoveries including multiple intelligences that Howard Gardner coined consisted of nine intelligences. This literature review will discuss the development of visual-spatial intelligence and the verbal-linguistic intelligence of students with a YouTube-assisted mind map to support future learning alternatives after the advent of COVID-19. The mind map is considered suitable for developing spatial-visual intelligence and verbal-linguistic intelligence because mind map learning is related to images, colors, words that are following indicators of visual-spatial intelligence and verbal-linguistic intelligence, YouTube media helps students develop topics discussed and support intelligence in distance learning amid the COVID-19 pandemic. Thus, this study as a solution to the description of distance learning for the development of multiple intelligences amid the COVID-19 pandemic.
... Consequently, mind mapping strategy is used as an instructional strategy in many areas of education. It has an encouraging impact and is positively perceived by both students and teachers in areas such as science, executive education, and mathematics (Mento, Martinelli, & Jones, 1999;Goodnough & Long, 2002;Brinkmann, 2003;Abi-El-Mona & Adb-El-Khalick, 2008;D'Antoni & Pianto Zipp, 2005). Furthermore, mind mapping strategy offeres a practical cognitive aid that is successfully used in EFL classes to help teachers teach and students acquire and master different skills. ...
Writing in general, second language writing in particular, can be an obstacle for some students. The reason why writing can be hard to learn is that writers face many challenges the moment they start writing. The challenges could be from gathering the ideas to be written, planning of the outline, focusing on sentence structure, choosing the appropriate expressions, and also making sure of the organization. Moreover, these challenges can cause students to have negative attitudes towards writing. Previous studies suggest that using writing strategies can help student control the writing process which have a positive effect on their writing achievement and their attitudes towards writing. The strategy of mind mapping is used as a pre-writing strategy to help writers visualize the structure of their writing. However, the researcher proposes using mind mapping strategy not only to organize ideas, but also to organize grammatical and linguistic knowledge. This study investigates the effect of using this mind mapping strategy as a pre-writing strategy to enhance female language learners’ writing achievement and their attitudes towards writing in English at Taif University, Saudi Arabia. In a quasi-experimental design, a mixed methods approach was adopted by collecting quantitative and qualitative data. The study population is 128 students in an experimental group (n1= 57) and a control group (n2=71). The former received the treatment of instruction using mind mapping strategy and the latter received traditional instruction. The objectives of this study are first, to identify any differences between the mean scores of the experimental group and the control group on post-tests of writing attitudes and writing achievement; second, to identify differences between the mean scores of the pre- and post-tests of writing attitudes and writing achievement for the experimental group; third, to explore students' views concerning difficulties to write in English. fourth, to identify the strategies they used to overcome these difficulties; fifth, to investigate if students thought that mind mapping helped them write better and, if so, how. The researcher prepared a test to measure the writing achievement of female first-year EFL students, and a questionnaire by Sturm (1996) to measure writing attitudes. An interview was conducted with a focus group from the experimental group to achieve the third, fourth and fifth objectives. Independent samples and paired sample t-tests were performed to quantitively analyze data from the writing achievement test and the writing attitudes questionnaire. Data collected from the interview were qualitatively analyzed. The finding of the current study are first, there exists differences between the mean scores of the experimental and the control group on the post-tests of the students` writing achievement and writing attitudes, in favor of the experimental group; second there exists significant differences between the mean scores of the experimental group’s pre- and post-tests in writing achievement and writing attitudes, in favor of the post-test; third, students’ difficulties to write in English include lack of vocabulary, organization, spelling and grammar; fourth, students are accustomed to memorizing, practicing, and self-correcting, which indicates they are not used to planning their writing; finally, students also positively perceived the strategy of mind mapping and thought it helped them to better write in English.
... The mind map is a revolutionary mind tool first proposed by British scholar Tony Buzan [4]. Later, people started applying this tool in the educational field. ...
With the popularization of various new educational concepts, selecting appropriate teaching auxiliary methods according to the course content improves the effectiveness of teaching. Accordingly, this study explores the application of mind map teaching methods in the course, Sports Anatomy. It also incorporates the 3D structure exhibition function of the 3DBody software in teaching anatomical research to establish the teaching mode reform. Moreover, the traditional multimedia anatomy teaching method was employed, and the effects of both teaching modes were compared. Results show that teaching Sports Anatomy using the 3DBody based on mind mapping evidently improves students’ learning interest and stimulates their initiative for independent study on Sports Anatomy teaching. In addition, this teaching mode can assist students in constructing a knowledge chain from a local to a global standpoint and promote their creative and logical thinking. Compared with the traditional teaching mode, mind map teaching can improve the quality of teaching. Therefore, it is an effective method of reforming the teaching mode in courses, such as Sports Anatomy.
... Consequently, mind mapping strategy is used as an instructional strategy in many areas of education. It has an encouraging impact and is positively perceived by both students and teachers in areas such as science, executive education, and mathematics (Mento, Martinelli, & Jones, 1999;Goodnough & Long, 2002;Brinkmann, 2003;Abi-El-Mona & Adb-El-Khalick, 2008;D'Antoni & Pianto Zipp, 2005). Furthermore, mind mapping strategy offeres a practical cognitive aid that is successfully used in EFL classes to help teachers teach and students acquire and master different skills. ...
This research investigates the efficacy of integrating mind mapping into the writing curriculum for junior high school students to enhance argumentative essay writing skills. Grounded in principles of student-centered learning and cognitive psychology, the study adopts a quasi-experimental design to compare the outcomes of students exposed to mind mapping with those receiving traditional writing instruction. Quantitative analyses of pre-test and post-test scores reveal significant improvements in argumentative essay writing proficiency among students in the intervention group, indicating the effectiveness of mind mapping in facilitating the organization and synthesis of ideas. Additionally, qualitative analyses highlight positive shifts in students' attitudes towards writing and enhanced critical thinking abilities following exposure to mind mapping instruction. These findings underscore the transformative potential of mind mapping as a pedagogical tool for fostering student engagement, creativity, and academic achievement in the digital age. The implications for teaching practices and curriculum development in junior high schools are discussed, emphasizing the importance of leveraging innovative instructional approaches to meet the diverse needs and learning styles of students. Overall, this research contributes valuable insights to the ongoing discourse on writing instruction and underscores the significance of integrating technology-rich learning experiences to empower students as effective communicators and critical thinkers in the 21st century.
Tony Buzan first developed mind mapping, which has since become a popular learning technique. It solves various educational tasks by combining information from various sources and displaying it as keywords in a bright, colorful manner. Mind maps have been said to be a good way to study when applied to written material. This research aimed to guide and integrate mind mapping into descriptive writing with primary students. Ninety-four fifth-grade students at a primary school were chosen to participate in the study. Two groups of students from a primary school were recruited for the experiment. The proposed method was to be taught in one class, while the traditional method was to be taught in the other. The results showed that the students in the experimental group who learned using the mind map technique did better in writing than in the control group. Mind mapping has numerous educational applications and can assist students in their writing process. Teachers can use mind mapping tools to expand their knowledge and lay the groundwork for their students' learning. Teachers should be encouraged to take training courses on mind mapping to learn and practice the skills they need to use mind mapping in their classrooms. Received: 20 February 2023 / Accepted: 12 June 2023 / Published: 5 July 2023
This study aims to explore the application of mind mapping in English vocabulary teaching. The researchers conducted on-site teaching by using mind mapping at a higher vocational college in China and made a survey to study its effectiveness. Through practice, the authors found that using mind mapping to teach English vocabulary can enhance students' vocabulary memory and application, making learning more interesting and effective, and improving students' self-learning abilities. In addition, the researchers use Constructivism Theory and Knowledge Visualization Theory to analyze and discuss the survey structure in detail, and draw proper conclusions. The article also provides detailed guidance on how to use mind mapping to organize, classify, and review English vocabulary, and shares some practical teaching experience.
This study aims to explore the application of mind mapping in English vocabulary teaching. The researchers conducted on-site teaching by using mind mapping at a higher vocational college in China and made a survey to study its effectiveness. Through practice, the authors found that using mind mapping to teach English vocabulary can enhance students' vocabulary memory and application, making learning more interesting and effective, and improving students' self-learning abilities. In addition, the researchers use Constructivism Theory and Knowledge Visualization Theory to analyze and discuss the survey structure in detail, and draw proper conclusions. The article also provides detailed guidance on how to use mind mapping to organize, classify, and review English vocabulary, and shares some practical teaching experience.
أُجري البحث في أحدى المدارس الابتدائية التابعة لمديرية تربية ميسان، وكان الهدف منه تقصي أثر استعمال استراتيجية الخرائط الذهنية في تحصيل وبقاء اثر التعلم لتلاميذ الصف الخامس الابتدائي في مادة الرياضيات وميلهم نحوها، حيث تكونت عينة البحث من (39) تلميذاً، بحيث وزعوا الى مجموعتين الاولى تجريبية (20) تلميذاً دُرسوا وفق استراتيجية الخرائط الذهنية، والثانية ضابطة (19) تلميذاً دُرسوا وفق اساليب التدريس التقليدية (المعتادة). كافأ الباحث مجموعتي البحث بمتغيرات (العمر الزمني، التحصيل السابق في الرياضيات، ودرجة الذكاء، مستوى الابوين الاكاديمي)، كما عمل الباحث على ضبط المتغيرات المصاحبة والتي قد تؤثر على سير التجربة وبالتالي على نتائجها. وتحقيقاً لأهداف البحث تم إعداد ادتي البحث (الاختبار التحصيلي لمادة الرياضيات، مقياس الميل نحوها) حيث بلغ عدد فقرات الاختبار (35) فقرة اختبارية موضوعية من نوع الاختيار من متعدد، اما عدد بنود مقياس الميل نحو الرياضيات فبلغ (20) بنداً حسب مقياس ليكرت الخماسي، وتم التحقق من صدق وثبات الاداتين والخصائص السايكومترية لهما. وبعد نهاية مدة التجربة التي استمرت خمسة اسابيع، تم تطبيق ادتي البحث على العينة الاساسية، وكانت أهم النتائج التي تم التوصل إليها، وجود فرق ذي دلالة إحصائية بين متوسطات درجات تلاميذ عينة البحث في الاختبار التحصيلي ومقياس الميل نحو الرياضيات للمجموعتين التجريبية والضابطة، ولصالح المجموعة التجريبية، وكذلك بقاء اثر التعلم بالنسبة للمجموعة التجريبية بعد تطبيقه على المجموعة التجريبية بعد مرور مدة اسبوعين. يعني أن استعمال الخرائط الذهنية في تدريس التلاميذ له أثر إيجابي على التحصيل الدراسي في الرياضيات والاحتفاظ بالمعلومات التي تم تعلمها وتحسين الميول نحو المادة، لتلاميذ الصف الخامس الابتدائي. وفي ضوء النتائج تم كتابة استنتاجات من قبل الباحث، كما وضع عدداً من التوصيات والمقترحات.
The basic purpose of current work is to determine the effect of the Mind Mapping Approach (MMA) on improving students' academic performance in science, as well as their effect on improving students' learning outcomes. These were conducted in order to determine the best methods of teaching for the improvement of students' science learning outcomes. The non-equivalent post-test, pre-test experimental design was used in this study. In Multan tehsil Saddar, 43 basic educational elementary schools were chosen using a simple random sampling technique. The eighth-grade classes were used for the research. The "Science Achievement Test" was used for data collection (SAT). According to the study, MMA can help improving students' learning outcomes in science; with, MMA that could improve students' learning outcomes more effectively. It is thus recommended that the Education Ministry should conduct trainings for science teachers on how to effectively implement these pioneering teaching tactics during instruction so that students can be guided to learn meaningfully and are helped in remembering, what they have learned in science.
Mind mapping refers to the use of a specific graphic organizer to support learning. This paper describes the effect of mind mapping on pre-schoolers' geometric learning. Using a pre-and post-test control group quasi-experimental model, researchers found that the use of mind maps resulted in a statistically significant difference in geometry learning for pre-schoolers (mean age = 65.0 months). These results are discussed in terms of their ramifications for preschool geometry education, as well as for the use of mind maps with preschool children.
The purpose of the current study was to determine the effectiveness of the educational package based on mind mapping multimedia software, on the cognitive skills of science lesson of female students of eighth grade. The methodology of research was experimental, with pretest-posttest and control. The population of the study was 8th grade girl students of Kerman schools selected by multistage cluster sampling and randomly divided into two groups (20 people in experimental group and 20 people in control group). In pre-test and post-test, all subjects were evaluated by using a researcher-made test of cognitive skills in the science course, including 60 multiple-choice questions and 10 essay questions. The experimental group received the educational program in 10 sessions. Data were analyzed using covariance analysis. The results of this study show that the students have been trained by educational package based on mind mapping multimedia software, obtained the higher score in total cognitive skills as well as all level of cognitive skills specially in skills such as remember, understand, apply and analysis. Also, according to the results of this study, it is suggested that the mind maps are used as a tool to activate students' previous learning and connecting the concepts of the courses, in order to understand more about education and teaching materials.
This study has looked at the variations in cultural learning outcomes for groups of students that utilize the methods and methods of thinking mapping, as well as the interaction between the two approaches in their role in learning arts. This study used experimental methods and a 2x2 factorial design to conduct quantitative research. All Junior High School second-grade pupils use the population. The analysis technique used is a two-way variant (two-way ANOVA). Student learning outcomes utilizing a demonstration technique are better than student learning outcomes using the mind monitoring method, according to the results of data processing. Students who use the demonstration approach perform better than those who use the mind mapping method. The average score for learning activeness with high demonstration methods and employing the approach of mapping student activeness thinking is poor.
The advent of the Covid-19 pandemic brought distortions in the academic calendar of nations when educational institutions were closed. As a way of filling the gap created in the trend, tertiary institutions introduced online learning to support students’ learning while at home. There was also the need to introduce alternative learning approaches to students that will help them summarize and represent the lengthy lecture notes and reading materials into meaningful and memorable units. This study looks at the effectiveness of mind maps in promoting this home-based online learning. The participants were seventy-one (71) first-year Bachelor of Education students pursuing a 4-year degree program in Basic Education in Kibi Presbyterian College of Education. One group consists of students pursuing Home Economics as their major and the other primary education. A test and questionnaire were used to collect data. T-test was used to test the significance of the performance of the two groups, and multiple regression was used to find an association between the use of the strategy and students’ performance. The statistical software used for data analysis was IBM’s SPSS version 25. The result shows that the mind map strategy helped learners retain knowledge; however, students’ understanding of concepts was low
Creativity is widely described as a key ‘21st Century skill’. Science education in schools has emphasized the development of science inquiry and problem-solving skills with the support of technology, and paid insufficient attention to creative thinking skills for producing innovative ideas or solutions. This paper presents an exploratory study aiming to investigate how secondary school students engage in scientific creativity tasks with the support of technology, in particular how they generate ideas in small groups via applying relevant thinking strategies, engaging in social communication, and constructing a computer-based mind map to facilitate group thinking. The participants were 24 Grade 11 students from a high school, who worked on a set of scientific creativity tasks in 6 groups. Epistemic network analysis of group conversations reveals that constructing a mind map helped students to retain ideas for elaboration and evaluation, stimulate new threads of discussion, and regulate task progression. Compared to low-performing groups, high-performing groups engaged more in divergent thinking, mind mapping, and regulative discussions, in addition to making these activities more closely connected with idea generation. These findings have implications for the design of technology-supported educational interventions intended to promote and improving group creativity in science education.
Soft skills training is considered important for employees to be successful at work. Several companies are offering immersive virtual soft skills training with head-mounted displays. The main contribution of this paper is to provide an overview of the research literature within the field of using immersive virtual soft skills learning and training of employees. The results of this preliminary scoping review show that there is a lack of research literature and empirical studies within this topic.
The 7th International Conference of the Immersive Learning Research Network (iLRN 2021) is an innovative and interactive virtual gathering for a strengthening global network of researchers and practitioners collaborating to develop the scientific, technical, and applied potential of immersive learning. It is the premier scholarly event focusing on advances in the use of virtual reality (VR), augmented reality (AR), mixed reality (MR), and other extended reality (XR) technologies to support learners across the full span of learning—from K-12 through higher-education to workbased, informal, and lifelong learning contexts.
Following the success of iLRN 2020, our first fully online and in-VR conference, this year’s
conference was once again based on the iLRN Virtual Campus, powered by ©Virbela, but with a range of activities taking place on various other XR simulation, gaming, and other platforms.
Scholars and professionals working from informal and formal education settings as well as those representing diverse industry sectors are invited to participate in the conference, where they may share their research findings, experiences, and insights; network and establish partnerships to envision and shape the future of XR and immersive technologies for learning; and contribute to the emerging scholarly knowledge base on how these technologies can be used to create experiences that educate, engage, and excite learners.
This case study aims at ensuring preservice science teachers to acquire experience by creating paper-based mind maps (PB-MM) and digital mind maps (D-MM) in technology education and to reveal their opinions on these mind mapping techniques. A total of 32 preservice science teachers, enrolled in the undergraduate program of Science Teaching at a university in Turkey, participated in this study. During the first three weeks of the six-week study, participants created PB-MM for certain subjects in science education. For the rest of the weeks, they created D-MM by using Coggle. As data collection tool, a form, consisting of open-ended questions, was used in this study. The obtained results demonstrated that the participants generally reported positive opinions including that mind maps are beneficial and useful tools in reinforcing, assessing and visualizing learning in general, making lessons more entertaining as well as offering ease of use. It was also concluded that students can also use mind maps in teaching of other topics such as “Vitamins”, “The Earth and the Universe” and “Systems” in particular, as well as in events like meetings, presentations, brainstorming. Advantages of D-MM were listed as the possibility of adding multimedia material, ease of correction processes and the visual richness, while its disadvantage was listed as experiencing technical problems. PB-MM contribute to psychomotor development of students as well as learning by performing/experiencing. The difficulty in processes such as deleting, editing, etc. and in adding videos and images constitute the restrictions of PB-MM technique.
Sažetak U radu se razmatraju prednosti primjene mentalnih mapa u odgoju i obrazo-vanju s posebnim naglaskom na njihovu uporabu u nastavi prirode i društva. U tom kontekstu izloženi su rezultati istraživanja čiji je temeljni cilj bio utvrditi kompetencije budućih učitelja za primjenu tehnike mentalnog mapiranja u nastavi prirode i društva. Istraživanje je provedeno na uzorku od 183 stu-denata učiteljskog studija Učiteljskog fakulteta u Zagrebu. Dobiveni rezultati pokazuju visok stupanj znanja studenata o osnovnim obilježjima mentalnih mapa i zakonitostima njihove izrade te pozitivno mišljenje o njihovoj primjeni u nastavi prirode i društva. Međutim, studenti samoprocjenjuju da su njihove 1 Alena Letina zaposlena je na Katedri za prirodoslovlje, geografiju i povijest. Znan-stveni interesi su joj vezani uz područje metodike nastave prirode i društva i didaktike s posebnim fokusom na istraživački usmjerenu nastavu, aktivno učenje i razvoj učeničkih kompetencija. U tim je područjima objavila više znanstvenih i stručnih radova. 2 Marija Ištvanić magistra je primarnog obrazovanja. Znanstveni interesi vezani su joj uz područje metodike nastave prirode i društva s posebnim naglaskom na metode aktivnog učenja te uporabu novih medija u nastavi prirode i društva.
Fundamental Liberties are the basic rights of individuals which govern the right to life, prohibition on slavery and labour force, protection against retrospective criminal law and repeated trials, equality before the law and equal protection of the law, right to move freely and reside throughout the federation, right to freedom of speech and expression, right to profess and practise religion, rights in respect of education and rights to property. These rights derived from the Federal Constitution of Malaysia in particular Articles 5 to Articles 13. Since the Federal Constitution is the supreme law in Malaysia, it is vital for the nations to know their basic rights. Lack of information on fundamental liberties despite its accessibility in the internet will make the citizens uninformed of their rights which lead to the innovation of this ‘1 Click 2 Liberties Kit’. A prototype of the kit been circulated to young adult generation, in particular university’s students to test the effectiveness of the kit. An approach had been taken to test the effectiveness based on the responses received via online survey. Findings from the survey confirmed that the prototype is useful and give simple yet essential information on basic rights. The kit is effective in disseminating information on fundamental liberties to university students.
The purpose of the experiment reported here was to investigate whether mind mapping adds any value as a studying technique to that of testing. We compared the effects of mind mapping on acquisition on graders (N = 68) in a secondary school in two separate consecutive periods of learning called series. In series 1, half the students used mind mapping plus testing to learn the content of the course, and other half used testing alone. In series 2, the organization was reversed, in a repeated measure design. The results revealed that students' performances improved during the two series, but that they did not progress more when they used mind mapping. These results indicate that the popularity of mind mapping in learning practices does not reflect its effectiveness. We discuss our results in relation with the need for teaching practices to be based on theories of evidence-based education rather than on intuition only.
Against a background of students' lack of understanding of monetary and fiscal policy, the research conducted aims to develop learning media that is expected to be able to overcome these problems. Learning media developed using a mind mapping and web-based approach. This type of research used in this study is Research and Development with the 4D development model (Define, Design, Develop, & Disseminate). Product trials conducted limited to 20 students by analyzing the results of the pre-test and post-test, which were calculated using the gain score and t-test. The test results show that web-based mind mapping learning media can improve students' understanding. Because by using this learning media, the active mental processes of each student become aroused, the material provided so that it is easy to remember. However, this web-based mind mapping learning media is still being tested on a limited basis, so it needs to be trialed in the broader audience to get more productive advice.
The urgency of improving skills is a problem in one of the schools in Yogyakarta, especially communication skills in learning. Therefore, this study aims to improve communication skills by utilising mind mapping and TPACK (Technological Pedagogical and Content Knowledge) in a pair of checks. The subjects of this study were thirty-eighth-grade students of Junior High School (JHS) of 5 Banguntapan Yogyakarta, totalling thirty-two students. This research is qualitative research with a class action research design. Classroom action research by referring to the Kemmis & McTaggart model, namely through stages (1) planning; (2) implementation; (3) observation; (4) reflection. The four stages are carried out in cycles. Data collection is done by observation, questionnaire and documentation. Observations were made to find out the pair of mind check assisted with mind maps. The questionnaire is filled in by students to find out communication skills. Documentation to document student and teacher activities during pair check assisted with a mind map. Data analysis techniques using quantitative descriptive analysis with percentages and qualitative descriptive. The results showed that the average communication skills increased by 5.55%.
Bu araştırmada, zihin haritası tekniğinin keman eğitimi derslerinde kullanımının öğrencilerin bilişsel ve devinişsel becerilerine etkisi incelenerek öğrencilerin keman derslerinde kullanılan zihin haritasına yönelik tutumları belirlenmiştir. Araştırmada “Öntest-Sontest Kontrol Gruplu Deneysel Desen” kullanılarak Bursa Zeki Müren Güzel Sanatlar Lisesi’nde öğrenim gören 20 keman öğrencisi ile çalışılmıştır. Araştırmada “Bilişsel Alan Değerlendirme Testi” ve “Performans Değerlendirme Ölçeği” uygulanarak öntest puanları doğrultusunda random yoluyla deney ve kontrol grupları oluşturulmuştur. Deneysel uygulama süreci 6 hafta (12 ders saati) olarak planlanan çalışma, her öğrenci ile bireysel olarak gerçekleştirilmiştir. Deney grubunda yer alan öğrencilerin keman eğitimi dersleri zihin haritası tekniği ile, kontrol grubunda yer alan öğrencilerin keman eğitimi dersleri ise geleneksel yöntemlerle yürütülmüştür. Deneysel çalışma sonrasında yapılan sontest ölçümleri ile grupların bilişsel ve devinişsel beceri puanları karşılaştırılmıştır. Sontest ölçümlerinden 2 ay sonra ise öğrencilerin bilişsel beceri düzeylerindeki kalıcılığın belirlenmesi üzere “Bilişsel Alan Değerlendirme Testi” tekrar uygulanmıştır. Çalışmanın sonunda “Keman Derslerinde Kullanılan Zihin Haritası Tekniğine Yönelik Tutum Ölçeği” ile deney grubu öğrencilerinin zihin haritası tekniğine yönelik tutumları belirlenmiştir. Araştırma bulguları doğrultusunda, zihin haritası tekniği ile yürütülen keman eğitimi derslerinin öğrencilerin bilişsel ve devinişsel becerilerinin geliştirilmesinde etkili olduğu, zihin haritalarının keman eğitimi derslerinde öğrenilen kuramsal bilgilerin kalıcılığını arttırdığı sonuçlarına ulaşılmıştır. Bununla birlikte öğrencilerin keman eğitimi derslerinde zihin haritası tekniğinin kullanımına ilişkin olumlu yönde tutum geliştirdikleri belirlenmiştir.
The search for new, authentic science assessments of what students know and can do is well under way. This has unearthed measures of students' hands‐on performance in carrying out science investigations, and has been expanded to discover more or less direct measures of students' knowledge structures. One potential finding is concept mapping, the focus of this review. A concept map is a graph consisting of nodes representing concepts and labeled lines denoting the relation between a pair of nodes. A student's concept map is interpreted as representing important aspects of the organization of concepts in his or her memory (cognitive structure). In this article we characterize a concept map used as an assessment tool as: (a) a task that elicits evidence bearing on a student's knowledge structure in a domain, (b) a format for the student's response, and (c) a scoring system by which the student's concept map can be evaluated accurately and consistently. Based on this definition, multiple concept‐mapping techniques were found from the myriad of task, response format, and scoring system variations identified in the literature. Moreover, little attention has been paid to the reliability and validity of these variations. The review led us to arrive at the following conclusions: (a) an integrative working cognitive theory is needed to begin to limit this variation in concept‐mapping techniques for assessment purposes; (b) before concept maps are used for assessment and before map scores are reported to teachers, students, the public, and policy makers, research needs to provide reliability and validity information on the effect of different mapping techniques; and (c) research on students' facility in using concept maps, on training techniques, and on the effect on teaching is needed if concept map assessments are to be used in classrooms and in large‐scale accountability systems. © 1996 John Wiley & Sons, Inc.
This study evaluated concept maps spontaneously constructed by applicants (N = 502) in a medical school entrance examination. In all, 36 maps were produced. Concept maps were evaluated for content of relevant terms and for the number of interrelationships indicated. The aim was to determine whether including relevant ideas on a concept map is related to the learning of those ideas. Because concept maps are effective tools for making the structure of knowledge explicit, it was hypothesized that the quality and content of spontaneously made maps would be related to improvement in the comprehension of text material. Understanding was assessed in terms of success in essay-type tasks designed to measure the ability to define, explain, and apply statistical knowledge. The results indicated that merely including the relevant concepts in a map has little effect on the comprehension of those concepts, whereas the extent and complexity of concept maps plays a powerful role in the understanding of scientific texts.
Reports results of metanalysis of 19 studies on concept mapping (CM) in science instruction. Results showed CM has positive effects on student achievement and attitudes. Differences in achievement depended on science content class, with biology being most favored. Smaller differences in achievement were found when CM groups were compared to a placebo group rather than traditional control group.
The search for new, authentic science assessments of what students know and can do is well under way. This has unearthed measures of students' hands-on performance in carrying out science investigations, and has been expanded to discover more or less direct measures of students' knowledge structures. One potential finding is concept mapping, the focus of this review. A concept map is a graph consisting of nodes representing concepts and labeled lines denoting the relation between a pair of nodes. A student's concept map is interpreted as representing important aspects of the organization of concepts in his or her memory (cognitive structure). In this article we characterize a concept map used as an assessment tool as: (a) a task that elicits evidence bearing on a student's knowledge structure in a domain, (b) a format for the student's response, and (c) a scoring system by which the student's concept map can be evaluated accurately and consistently. Based on this definition, multiple concept-mapping techniques were found from the myriad of task, response format, and scoring system variations identified in the literature. Moreover, little attention has been paid to the reliability and validity of these variations. The review led us to arrive at the following conclusions: (a) an integrative working cognitive theory is needed to begin to limit this variation in concept-mapping techniques for assessment purposes; (b) before concept maps are used for assessment and before map scores are reported to teachers, students, the public, and policy makers, research needs to provide reliability and validity information on the effect of different mapping techniques; and (c) research on students' facility in using concept maps, on training techniques, and on the effect on teaching is needed if concept map assessments are to be used in classrooms and in large-scale accountability systems. © 1996 John Wiley & Sons, Inc.
To examine the effectiveness of using the 'mind map' study technique to improve factual recall from written information.
To obtain baseline data, subjects completed a short test based on a 600-word passage of text prior to being randomly allocated to form two groups: 'self-selected study technique' and 'mind map'. After a 30-minute interval the self-selected study technique group were exposed to the same passage of text previously seen and told to apply existing study techniques. Subjects in the mind map group were trained in the mind map technique and told to apply it to the passage of text. Recall was measured after an interfering task and a week later. Measures of motivation were taken.
Barts and the London School of Medicine and Dentistry, University of London.
50 second- and third-year medical students.
Recall of factual material improved for both the mind map and self-selected study technique groups at immediate test compared with baseline. However this improvement was only robust after a week for those in the mind map group. At 1 week, the factual knowledge in the mind map group was greater by 10% (adjusting for baseline) (95% CI -1% to 22%). However motivation for the technique used was lower in the mind map group; if motivation could have been made equal in the groups, the improvement with mind mapping would have been 15% (95% CI 3% to 27%).
Mind maps provide an effective study technique when applied to written material. However before mind maps are generally adopted as a study technique, consideration has to be given towards ways of improving motivation amongst users.
Anesthesia and the Central Nervous System is a textbook for a postgraduate course as well as a reference for all anesthesiologists which presents many of the latest concepts in anesthesiology within a brief formal presentation.
An outstanding faculty presents topics relating to the biochemistry, physiology, and pharmacology of the nervous system, the anesthetic management of intracranial and spinal cord surgery, and the intensive care management of central nervous system disease. Each chapter is a brief but sharply focused glimpse of the interests in anesthesia.
This textbook is the eleventh in a continuing series documenting the proceedings of the Postgraduate Course in Salt Lake City.
The problem addressed by this study is that first-year college chemistry students learn little of the conceptual material associated with chemistry experiments they perform. The thesis of this research is that the construction of prelab and postlab concept maps help students understand the concepts involved in the experiments they perform. The study was conducted using 32 non-science majors enrolled in a first-year chemistry course. The experimental group constructed prelab and postlab concept maps, while the control group wrote essays explaining the conceptual chemistry of the four experiments used in this study. Both groups took 25-item achievement tests 1 week after each experiment. Prelab and postlab concept maps were scored and evaluated for significant differences. Five students were interviewed to investigate their perceptions regarding the usefulness of concept maps in chemistry laboratories. No significant differences were found between treatment groups with respect to students' conceptual understanding as determined by the multiple choice achievement tests. Students responded very positively toward the use of concepts maps in the laboratory. They felt strongly that constructing prelab and postlab concept maps helped them understand the conceptual chemistry of the experiments.
This study explored the interrelationships between students’ general science achievement, scientific epistemoiogical beliefs and their cognitive structure outcomes derived from instruction of basic atomic theory. Research data were mainly gathered from 48 Taiwanese eighth graders’ questionnaire responses and their recalled scientific information about the atomic model, analysed by a flow map technique as evidence of their cognitive structures. This study revealed that students’ science achievement was correlated with many of the students’ cognitive structure outcomes; however, their scientific epistemoiogical beliefs were also significantly related to the structure of knowledge recall, following their listening to a replay of their prior elicited recall. Students holding more constructivist‐oriented views about science tended to recall more information, as well as show more richness, more flexibility and a higher precision of knowledge recall, indicating they had a better metacognitive ability when reconstructing their ideas than respondents having empiricist‐aligned epistemoiogical beliefs. However, those students having constructivist‐oriented epistemoiogical orientations tended to have a slower information retrieval rate.
EnglishA concept is understood here as a logic core, which is surrounded by an associative framework, to which also the name of the concept belongs. The logic core is a pattern of properties of a class of things, which is invariant to individual objects of the class as well as to the observer. The pattern is determined by logic relations, which are constituents of the epistemic structure of the learner.In this article an analysis of the situation concerning the concept ‘growth’ is carried out. The logic core of the concept is theoretically investigated by means of systems theory and is empirically tested by means of free definitions. The associative framework, however, is determined by means of free association tests.It is shown that in the course of school education a marked shift takes place in the logic core as well as in the associative framework from a ‘growth in terms of geometric dimension’ towards a ‘growth in terms of particle numbers’. Ein Begriff wird hier verstanden als ein logischer Kern, der von einem assoziativen Umfeld umgeben ist, zu dem auch der Name des Begriffs gehört. Der logische Kern ist ein Merkmalsmuster einer Klasse von Gegenständen, das invariant bzgl. der Einzelgegenstände und auch bzgl. des Beobachters ist. Das Muster wird durch logische Relationen bestimmt, die Bestandteil der epistemischen Struktur des Lernenden sind. In dieser Arbeit wird eine Bestandsaufnahme zum Begriff ‘Wachstum’ durchgeführt. Der logische Kern des Begriffes wird theoretisch mit Hilfe einer systemtheoretischen Analyse und empirisch mit Hilfe von freien Begriffsbestimmungen durchgeführt. Das assoziative Umfeld dagegen wird mit Hilfe freier Assoziationsmessungen erfaßt. Es zeigt sich, daß im Verlaufe der Schulausbildung sowohl der logische Kern als auch das assoziative Umfeld eine Verschiebung vom ‘Wachstum einer Größendimension’ in Richtung auf ‘Wachstum einer Teilchenzahl’ hin erfahren. Un concept est compris ici dans le sens d'un noyau logique, entouré d'un champ associatif, auquel correspond encore le nom du concept. Le noyau logique est l'indice d'une classe d'objets, qui est invariant par rapport à chaque objet, et par rapport l'observateur. Cet indice est défini par des relations logiques, qui sont des éléments de la structure épistémique de l'etudient. Dans ce travail se trouve l'inventaire du concept ‘croissance’. Le noyau logique de ce concept est construit à l'aide d'une analyse théorique des systèmes et, empiriquement, à l'aide de définitions de concepts libres. Par contre, le champ associatif es conçu à l'aide de mesures d'associations libres. Tout au long de la formation scolaire, se dessine la tendance d'un déplacement de la ‘croissance de la dimension d'une grandeur’ vers la ‘croissance d'un nombre de particules’, ceci aussi bien pour le noyau logique, que pour le champ associatif.
Preservice elementary teachers (n= 30) described the operation of a St. Louis motor before and after studying a laboratory unit on magnetism and electricity. Knowledge frameworks were identified using the flow map method, and the data were further analyzed for quality of the content. The results show that knowledge framework interconnectedness of the post-unit interview was positively correlated (r= 0.36, p < 0.10) with higher quality descriptions of the St. Louis motor. This article describes an in-depth analysis of the lowest and highest performing students and compares their performance to the mean of the larger sample. The research provides insights into the roles that knowledge frameworks play in students' ability to explain abstract scientific phenomena.
In order to improve instructional methods carried out in the classroom and improvement of students' learn- ing, there have always been a search for more poten- tial ways of instruction. One of the strategies that has evolved as a useful tool in leading students towards meaningful learning is 'Concept Map'. Concept map- ping is seen as a useful tool for helping students learn about the structure of knowledge and the process of knowledge production or meta-knowledge. In contrast to students who learn by rote, students who employ meaningful learning are expected to retain knowledge over an extensive time span and find new related learn- ing progressively easier. The use of concept maps as a teaching strategy was first developed by J.D.Novak in the early 1980's, de- rived from Ausubel's learning theory which places cen- tral emphasis on the influence of students' prior knowl- edge on subsequent meaningful learning. Concepts maps are diagrammatic representations which show mean- ingful relationships between concepts in the form of propositions which are linked together by words, cir- cles, and cross links. Concepts are arranged hierar- chically with the Super ordinate concepts at the top of the map, and subordinate at the bottom which are less inclusive than higher ones. "Cross links" are used to connect different segments of the concepts hierar- chy, which indicate syntheses of related concepts, a new interpretation of old ideas, and some degree of creative thinking. In recent years, along with the various innovative meth- ods ,constructivism in the classrooms as an interpreta- tive process involving individual's constructions of meanings in science is being suggested. New con- structions are built through their relations to prior knowledge and it is a pedagogic challenge for teacher to focus on students' learning with understanding. To learn science from a constructivist philosophy implies direct experience with science as a process of knowl- edge generation in which prior knowledge is elabo- rated and changed on the basis of fresh meaning nego- tiated with peers and teacher. Concept mapping stimu- lates this process by making it explicit.
Noting that linguistic and mathematical/logical are the two kinds of intelligences the educational system encourages and that the educational system, as well as science in general, tends to neglect the nonverbal form of intellect, this paper describes Howard Gardner's multiple intelligences theory and Peter Kline's theory of integrative learning to illustrate how these can be used to develop activities which foster students' creativity. The paper describes individually Gardner's "six intelligences," and discusses Kline's practical application of using all the intelligences in classroom teaching to encourage creativity. Claiming that in a creative field such as advertising all of the intelligences should be available to a student for full functioning and productivity, including the right brain's "nonverbal and global" functioning, the paper outlines 14 activities (including various improvisational exercises, mind-mapping, and ice-breaker techniques) designed to foster creativity. (NH)
Emotion is an innate, powerful, and principally unconscious process that is perceptible in body language, responds vigorously to high-contrast information concerning dangers and opportunities, and often biases the direction of our problem- solving responses. Curricular challenges involving the arts, play, and classroom management are discussed. (MLH)
Increasing interest in science education research has focused on ways of representing cognitive structure in graphical and quantitative terms. A method is presented for displaying the sequential and multirelational ideation of scientific narrative elicited from respondents. The flow map provides a figural representation of the flow of information, the points in the flow where multirelational and recurrent linkages are made, and the time required to retrieve and express the information at major intervals in the sequence and in total. In keeping with constructivist models of information analysis, the elicitation of responses requires minimal intervention by the interviewer, and flow-map representation requires low inference for its construction, providing a convenient diagram of the sequential and multirelational thought patterns expressed by the respondent. The method is illustrated by analyzing interviews from students varying in academic achievement under two interview conditions that varied in emphasis on recall of multiple relationships. The illustrative data show that students of increasing academic ability produce flow maps of more complex patterns with more cross-relational linkages. These kinds of linkages, on the whole, increase with increased emphasis in the interview on recall of relationships.
Ideational networks were assessed based on written narrative of seventh grade students who had begun a unit on evolution. The amount of ideational network linkages in narrative, elicited by showing the students a diagram of an evolutionary branching tree of life, was analyzed using flow-map techniques. The number of network linkages in the students' narrative was positively correlated with mean scores on subsequent inquiry laboratory work on evolution (r = 0.5, p ≪ .01). final unit test score on knowledge of biological evolution (r = 0.35, p < .01), and the extent of correct conceptions about evolution contained in the students' written essays as determined by content analyses (r = 0.7, p ≪ .01). Students, who scored high on the content analyses of their written narrative and whose narrative contained extensive ideational network linkages, also tended to use a logical sequential rule of ordering their thoughts based on a phylogenetic principle of evolutionary change accompanying increasing complexity of life (i.e., progression from one-celled organisms to complex multicelled organisms). Moreover, the mean frequency of occurrences of higher level categorical thought in narrative increased with increasing amount of ideational linkages in recall. © 2001 John Wiley & Sons, Inc. Sci Ed85:410–425, 2001.
This article examines concepts and propositions from a theoretical perspective, and establishes the need for and develops an extension to Concept Maps (CMaps), called Cyclic Concept Maps (Cyclic CMaps). Cyclic CMaps are considered to be an appropriate tool for representing knowledge of functional or dynamical relationships between concepts. CMaps, on the other hand, are viewed as an appropriate tool for representing hierarchic or static knowledge. The two maps complement each other and collectively capture a larger domain of knowledge, thus forming a more effective knowledge representation tool. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 741–766, 2005
This article reports on the results of a project that studied the effectiveness of two specific learning heuristics, concept mapping and Vee mapping, in helping black, inner-city, high school students learn biology concepts meaningfully. The project sought to assess the effects on achievement of the use of these two heuristics as part of a carefully designed sequence of instruction. Two instructional treatments were compared, one that utilized the two experimental heuristics as study aids and one that utilized outlining as a comparison study aid. The instructional treatments were administered over approximately a one semester period. Two hundred and fifty subjects, nearly all black, from two urban high schools in Indiana took part in the study. Achievement instruments designed to measure meaningful (higher order) learning were developed. Analysis of variance of the achievement test means failed to reveal statistically significant differences between the experimental and comparison treatment at the 0.05 alpha level. However, there were suggestions of a tendency toward an effect of the experimental treatment, and several factors contributing to the difficulty in distinguishing achievement differences were identified.
Although concept mapping has been shown to help students in meaningful learning, particularly when done as a collaborative activity, little has been done to understand the microprocesses during the activity itself. However, in order to be able to improve the activity as a teaching and learning heuristic, we have to know more about the microprocesses that constitute concept mapping as process and as product. This study was designed to investigate concept mapping as a means of assessing the quality of student understanding from two perspectives: the analysis of the process of constructing meaning and the analysis of the products of this cognitive activity. An interpretive research methodology was adopted for the construction of meaning from the data. Twenty-nine students from two sections of a senior level high school physics course participated in the study. The data sources included videotapes, their transcripts, and all concept maps produced. Students worked in collaborative groups during all of the concept mapping sessions. Individual concept mapping was assessed twice, once delayed by a week, another time delayed by 6 weeks. To assess what happened to the cognitive achievement as the context of concept mapping changed from collaborative to individual activity, we used a tracer. A tracer is some bit of knowledge, procedure, or action that allows the researcher to follow a task through various settings. The concept maps as products differed in their hierarchical organization, the number of links, and the benefit to the individual students. Three major processes emerged, which students used to arrive at suitable propositions. Students mediated propositions verbally and nonverbally, they took adversarial positions and appealed to authority, and they formed temporary alliances based on presumed expertise. Both product and process hold promise but also show some limitations. On the positive side, concept mapping led to sustained discourse on the topic and improved the declarative knowledge of several students both in terms of the hierarchical organization and “local” configuration of the concepts. In contrast, concept mapping also let unintended and scientifically incorrect notions become ingrained and go unchallenged. On the basis of the outcomes of our study we formulated specific recommendations for the use of concept maps in the classroom. These include continued instruction in establishing proper hierarchies and cross-links to increase the quality of the concept maps' structure and the number of high quality links. Then, instruction should facilitate students' attempts to reflect on the nature of the relationships expressed in their maps. And finally, specific roles could be assigned to individual students to improve the overall quality of the process of constructing the map and, thus, of the final product.
The cross-disciplinary context of density and slope was used to compare the conceptual organization of students in an integrated algebra and physical science class (SAM9) with that of students in a discipline-specific physical science class (PSO). Analyses of students' concept maps indicated that the SAM9 students used a greater number of procedural linkages to connect mathematics and science concepts on the SAM9 students' maps than did the PSO students. The maps produced by SAM9 students also tended to show a more compartmentalized approach to thinking about the content of the two disciplines, a finding contrary to the researcher's original assertion. Traditional teaching territories and conceptual complexity were examined as possible explanations for the discrepancy between the predicted and actual outcomes.
The objective of this study was to determine if a concept map used as an advance organizer can improve the science achievement of eighth-grade students. Eighty-two eighth-grade students in four science classes participated in this study. The experimental group completed the concept map at the beginning of the science unit under the teacher's supervision. At the end of the two-week unit a science test was administered to the experimental and the control group. The results of a one-tailed t test indicated that there was a significant difference between the two groups. The effect size is 0.40. It appears that the concept map can provide the classroom teachers with a meaningful and practical structured approach for using advance organizers in their classes.
This study verified the efficacy of concept and vee mapping heuristics under cooperative (CP), cooperative–competitive (CP-CM) and individualistic whole (IW) class learning conditions in improving students' achievement in ecology and genetics. A total of 808 tenth-grade students were involved in the study. The results showed that the experimental groups taught with concept and vee mappings under the three learning modes achieved significantly better than the control groups. Students in the CP-CM condition in all groups achieved significantly better than their counterparts in the other two groups, whereas the CP-CM experimental group students achieved significantly best. A significant interaction between treatment and ability suggested that an element of competition, when combined with small group cooperation, favored students of lower ability.
This paper describes two metacognitive tools, concept mapping and Vee diagramming, and reports on research utilizing these tools from grades one through university instruction. The psychological and epistemological foundations underlying these tools is presented briefly. The issues of the dominantly rote-mode nature of much school learning and the resistance of studients (and teachers) to move to meaningful learning strategies fostered by concept mapping and Vee diagramming are discussed. The data available to date from a variety of qualitative and quantitative research studies strongly support the value of these metacognitive tools both for cognitive and affective gains.
Science educators working with prospective elementary teachers strive to facilitate an understanding of science as well as
an understanding of student and teacher roles in learning science in the classroom. One goal should be the introduction of
strategies which assist prospective teachers in learning independently. Concept mapping provides a useful learning tool in
assisting students’ critical reading of assigned materials. In this study, each student constructed his or her own map which
facilitated group discussions and provided further opportunity to reflect on the ideas being presented. The purpose of reading
became making connections instead of absorbing information. Through the process students gained a better understanding of
a way of thinking about science which provides a valuable foundation for facilitating continued learning.
For almost a century, educational theory and practice have been influenced by the view of behavioural psychologists that learning is synonymous with behaviour change. In this book, the authors argue for the practical importance of an alternate view, that learning is synonymous with a change in the meaning of experience. They develop their theory of the conceptual nature of knowledge and describe classroom-tested strategies for helping students to construct new and more powerful meanings and to integrate thinking, feeling, and acting. In their research, they have found consistently that standard educational practices that do not lead learners to grasp the meaning of tasks usually fail to give them confidence in their abilities. It is necessary to understand why and how new information is related to what one already knows. All those concerned with the improvement of education will find something of interest in Learning How to Learn.
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