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The Effectiveness of Non-Hierarchal Electronic Mind Maps Strategy in Developing Visual Thinking Skills in the Course of Science among Primary Stage Female Students
... Mind mapping technique also train students to be able to organize the relationships and link between ideas and information they are reading. As a result, the students will be easier to remember the information and the ideas (Al-Otaibi, 2016;Hariyadi, Corebima, & Ibrohim, 2018). Furthermore, by employing mind mapping in reading activity, the students became more creative. ...
This classroom action research was conducted in a State Islamic Junior High School in Tanjung Pinang at the 8th grade in academic year 2020-2021. The purpose of the research was to describe how mind mapping can improve students’ reading comprehension of descriptive texts. The participants of the research consisted of 27 students. To gather the research data, the researchers used observation and test. The test was administered three times (pre-test, post-test 1, and post-test 2). Then, the data got from the observation were analyzed qualitatively while those from test were analyzed quantitatively. The result of pre-test was 9 students (33,3%) scored ≥70. In the post-test first cycle, the score of 16 students (59,25%) was ≥70, and in the post-test cycle II, 20 students (74,1%) scored ≥70. The results of the tests showed that the number of students who got score ≥70 improved. Meanwhile, the result of the observation showed that the use of mind mapping was successful in improving students’ reading comprehension. The students became more interested and more motivated to learn. It showed that ≥70% of the students participated actively in the teaching and learning process. Therefore, it is recommended for teachers to use this technique to upgrade students’ learning achievement.
... Mind maps also organize the relationships, and link between ideas and information. This makes it easier for students to remember information and ideas for both immediate achievement and retention (Al-Otaibi, 2016;Hariyadi, Corebima, and Ibrohim, 2018). In the same context, mind maps allow students to see the whole picture of the subject and increase the chance to remember ideas and information (Awajan, 2013;Balım, 2013). ...
Reference: Bawaneh, A. (2019). The effectiveness of using mind mapping on tenth grade students' immediate achievement and retention of electric energy concepts. ABSTRACT The purpose of this study was to compare the effects of the Mind Maps Teaching Method and the Conventional Teaching Method on tenth graders' immediate achievement and retention of electric energy concepts in Jordan. Participants (N= 111 students; M= 52, F= 59) were randomly selected from Bani Kenanah region, north of Jordan. One group was assigned to the Mind Maps Teaching Method (n=54) and other group was assigned to the Conventional Teaching Method (n= 57). A multiple-choice physics concept test and open-ended questions were developed and used. The results showed that the Mind Maps Teaching Method was more effective than the Conventional Teaching Method in immediate achievement and retention of electric energy concepts. There was a significant difference for students' gender on immediate achievement but not on retention. The findings recommended that curriculum developers and textbook authors should consider the characteristics of brain parts and their information process in any curriculum design and textbook development. Mind mapping should not be separated from any pedagogical practice in physics instruction..
... Mind maps also organize the relationships, and link between ideas and information. This makes it easier for students to remember information and ideas for both immediate achievement and retention (Al-Otaibi, 2016;Hariyadi, Corebima, and Ibrohim, 2018). In the same context, mind maps allow students to see the whole picture of the subject and increase the chance to remember ideas and information (Awajan, 2013;Balım, 2013). ...
The purpose of this study was to compare the effects of the Mind Maps Teaching Method and the Conventional Teaching Method on tenth graders’ immediate achievement and retention of electric energy concepts in Jordan. Participants (N= 111 students; M= 52, F= 59) were randomly selected from Bani Kenanah region, north of Jordan. One group was assigned to the Mind Maps Teaching Method (n=54) and other group was assigned to the Conventional Teaching Method (n= 57). A multiple-choice physics concept test and open-ended questions were developed and used. The results showed that the Mind Maps Teaching Method was more effective than the Conventional Teaching Method in immediate achievement and retention of electric energy concepts. There was a significant difference for students’ gender on immediate achievement but not on retention. The findings recommended that curriculum developers and textbook authors should consider the characteristics of brain parts and their information process in any curriculum design and textbook development. Mind mapping should not be separated from any pedagogical practice in physics instruction..
Keywords: Teaching and learning, Mind Mapping, , Immediate Achievement, Retention, Electric Energy Concepts
This study aimed to reveal the level of visual thinking skills of science teachers in the upper basic stage, and its Relation to some variables To achieve the objectives of the study, the descriptive survey methodology was used. The study sample consisted of (181) male and female teachers from public and private schools, which were selected using the stratified cluster sample method. The study tool included a test of visual thinking skills, It was built and its psychometric properties were verified. The results showed that the level of recognition of visual thinking skills is medium, and there were statistically significant differences in the visual thinking skills of science teachers due to gender in favor of males, while it was found that there were no statistically significant differences due to the effect of experience.
The study investigated the Impact of mind-mapping instructional strategy on Secondary School Students Achievement and Retention in Biology in Delta State. Two research questions were raised and two hypotheses were formulated to guide the study. The design for the study was pretest, posttest, and delayed test control group quasi-experimental design. The Sample for the study comprised 151 SSII Biology students sampled using simple random sampling technique. Instruments used for data collection were duly validated Biology Achievement Test (BAT). Reliability of BAT was established using Kuder-Richardson formula 21 (KR-21) which yielded a reliability coefficient of 0.81. Obtained data were analyzed using mean, standard deviation, t-test, percentage and ANOVA. The results show that there was a significant difference in the mean achievement and retention between students taught Biology using mind-mapping strategy and lecture method. It was concluded that mind-mapping strategy promotes students’ achievement and retention in Biology more than the lecture method. It was thus, recommended that biology teachers in secondary schools should adopt and integrate the use of mind-mapping strategies in the teaching and learning of Biology in Delta State.
In this paper, an attempt has been made to integrate insights from three sources of research literature pertaining to the nature and use of visual images: history of science, cognitive science (both top-down and bottom-up approaches) and pedagogical practices. Children should be made familiar with the use of visual resources and visual thinking from early childhood. Drawings can be used as an effective tool during this process, assuming the status of a non-verbal language. Based on their preferred mode of thinking and communication, 'visual' and 'verbal' thinkers have been identified. Also domains such as design and biology are more visual than others. However, visual thinking is essential for creative reasoning and problem solving, especially in science. Therefore there is a need to acculturate children into its working procedures from the early school years.
Traditionally, qualitative data collection has focused on observation, interviews, and document or artifact review. Building on earlier work on concept mapping in the social sciences, the authors describe its use in an exploratory pilot study on the perceptions of four Canadians who worked abroad on a criminal justice reform project. Drawing on this study, the authors argue that traditional definitions of concept mapping should be expanded to include more flexible approaches to the collection of graphic representations of experience. In this way, user-generated maps can assist participants to better frame their experience and can help qualitative researchers in the design and development of additional data collection strategies. Whether one calls these data collection tools concept maps or mind maps, for a generation of visually oriented social science researchers they offer a graphic and participant-centric means to ground data within theory.
In recent years, academics and educators have begun to use software mapping tools for a number of education-related purposes.
Typically, the tools are used to help impart critical and analytical skills to students, to enable students to see relationships
between concepts, and also as a method of assessment. The common feature of all these tools is the use of diagrammatic relationships
of various kinds in preference to written or verbal descriptions. Pictures and structured diagrams are thought to be more
comprehensible than just words, and a clearer way to illustrate understanding of complex topics. Variants of these tools are
available under different names: “concept mapping”, “mind mapping” and “argument mapping”. Sometimes these terms are used
synonymously. However, as this paper will demonstrate, there are clear differences in each of these mapping tools. This paper
offers an outline of the various types of tool available and their advantages and disadvantages. It argues that the choice
of mapping tool largely depends on the purpose or aim for which the tool is used and that the tools may well be converging
to offer educators as yet unrealised and potentially complementary functions.
KeywordsConcept mapping–Mind mapping–Computer-aided argument mapping–Critical thinking–Argument–Inference-making–Knowledge mapping
While it is still most common for information visualization researchers to develop new visualizations from a data- or taskdriven perspective, there is growing interest in understanding the types of visualizations people create by themselves for personal use. As part of this recent direction, we have studied a large collection of whiteboards in a research institution, where people make active use of combinations of words, diagrams and various types of visuals to help them further their thought processes. Our goal is to arrive at a better understanding of the nature of visuals that are created spontaneously during brainstorming, thinking, communicating, and general problem solving on whiteboards. We use the qualitative approaches of open coding, interviewing, and affinity diagramming to explore the use of recognizable and novel visuals, and the interplay between visualization and diagrammatic elements with words, numbers and labels. We discuss the potential implications of our findings on information visualization design.
My mind is similar to an Internet search engine that searches for photographs. I use language to narrate the photo-realistic pictures that pop up in my imagination. When I design equipment for the cattle industry, I can test run it in my imagination similar to a virtual reality computer program. All my thinking is associative and not linear. To form concepts, I sort pictures into categories similar to computer files. To form the concept of orange, I see many different orange objects, such as oranges, pumpkins, orange juice and marmalade. I have observed that there are three different specialized autistic/Asperger cognitive types. They are: (i) visual thinkers such as I who are often poor at algebra, (ii) pattern thinkers such as Daniel Tammet who excel in math and music but may have problems with reading or writing composition, and (iii) verbal specialists who are good at talking and writing but they lack visual skills.
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