Mind mapping applications in special teaching methods courses for science teacher candidates and teacher candidates’ opinions concerning the applications

Evrekli, Ertuğ; Balım, Ali Günay; İnel, Didem

doi:10.1016/j.sbspro.2009.01.400

Cited by 24 publications

(18 citation statements)

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“…The individual does not only use words in keeping the constructivist method, pupil constructs the knowledge in their minds when they have real life experience (Isamn, 1999) In the recent years, studies of mind mapping have been conducted with various age group, both positive and negative effects have been encountered. Evrekli et al(2009) found that according to science teacher candidates, mind mapping can be used in constructive science and technology effectively. To Farrand Hussain, and Hennessy (2002) "Mind maps provide an effective study technique when applied to written material".…”

Section: Methods Of Mind-mappingmentioning

confidence: 99%

“…Buzan (2005), Akinoglu et al (2007), Keles (2011), helps students to see the connections among the pieces of information. Evrekli et al (2009), Evrekli (2010, enable students to create meaningful links among the pieces of information presented. In Brinkmann (2003)MMP enhanced students' academic achievement and support the formation of conceptual understanding.…”

Section: Methods Of Mind-mappingmentioning

confidence: 99%

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Effect of Mind-Mapping as a Self-Regulated Learning Strategy on Students’ Achievement in Basic Science and Technology

Adodo

2013

MJSS

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Section: Methods Of Mind-mappingmentioning

confidence: 99%

Section: Methods Of Mind-mappingmentioning

confidence: 99%

Effect of Mind-Mapping as a Self-Regulated Learning Strategy on Students’ Achievement in Basic Science and Technology

Adodo

2013

MJSS

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“…Self-regulating occurs when concept mapping provides students an opportunity to explore relationships between ideas and elements of an argument and to generate solutions to problems (Buzan, 2012:8). Additionally Evrekli, Balim, & Inel (2009:2279 presented that mind map can facilitate to recall knowledge and conceptions and the interrelations set between them.…”

Section: Introductionmentioning

confidence: 99%

Discovering Learning Strategy to Increase Metacognitive Knowledge in Biology Learning in Secondary School

Herlanti

Mardiati

Wahyuningtyas

et al. 2017

JPII

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The study is aimed at finding an effective learning strategy that can increase metacognitive knowledge. Metacognitive knowledge is a standard that based on 2016-revised edition of 2013 curriculum needs to be achieved by every graduate in all level of education in Indonesia. The study is conducted in three different schools and engages 207 students, which then divided into six groups. The groups are students who study under mind mapping strategy, concept mapping, reciprocal teaching using summary notes, reciprocal teaching using mind mapping, problem-based learning, and investigation group. The results showed that those studying under problem-based learning strategy spent a significantly higher numbers in metacognitive knowledge in biology learning and followed by students who study under reciprocal teaching using mind mapping. According to the finding, it is expected that teachers of Biology will practice problem-based learning strategy in their classroom in order to increase the Metacognitive knowledge.

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“…The learners are able to make connections between their background and new information and in so doing construct mental representations that facilitate learning. Knowledge construction is also aided by visual tools that help to organise students' prior knowledge, and incorporates the processing and understanding of new information (Evrekli, Balim, & İnel, 2009). Social constructivist learning theory emphasizes the use of questioning, critical thinking, problem solving and active participation among peers.…”

Section: Introductionmentioning

confidence: 99%

A Preliminary study on the use of Mind Mapping as a Visual-Learning Strategy, in General Education Science classes for Arabic speakers in the United Arab Emirates.

Wilson

Copeland-Solas

Guthrie-Dixon

2016

JoSoTL

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Mind mapping was introduced as a culturally relevant pedagogy aimed at enhancing the teaching and learning experience in a general education, Environmental Science class for mostly Emirati English Language Learners (ELL). Anecdotal evidence suggests that the students are very artistic and visual and enjoy group-based activities. It was decided to integrate an intervention that would incorporate Emirati artistic and collaborative practices, in an effort to engage them on all levels, such that their academic attainment is positively affected. Preliminary results based on a group of 60 students, from on-going active research, suggest that this method is quite useful in helping pupils to summarise lengthy lessons and increase student engagement and communication amongst peers, which helps them to reinforce scientific theories and concepts. This method further facilitates on the spot identification of misconceptions that students may have, as the instructor can proffer an immediate feedback. Students seem more responsive and motivated as they positively contribute to their learning environment, which is believed, can only further strengthen their internal locus of control. The results satisfy paucity in the literature on effective pedagogic strategies for Arabic ELLs in science.

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Mind mapping applications in special teaching methods courses for science teacher candidates and teacher candidates’ opinions concerning the applications

Cited by 24 publications

References 1 publication

Effect of Mind-Mapping as a Self-Regulated Learning Strategy on Students’ Achievement in Basic Science and Technology

Effect of Mind-Mapping as a Self-Regulated Learning Strategy on Students’ Achievement in Basic Science and Technology

Discovering Learning Strategy to Increase Metacognitive Knowledge in Biology Learning in Secondary School

A Preliminary study on the use of Mind Mapping as a Visual-Learning Strategy, in General Education Science classes for Arabic speakers in the United Arab Emirates.

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