The effect of using mind maps on the development of maths and science skills

Polat, Özgül; Yavuz, Ezgi Akşin; Tunc, Ayse Betul Ozkarabak

doi:10.18844/cjes.v12i1.1201

Cited by 20 publications

(14 citation statements)

References 27 publications

(39 reference statements)

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“…Making mind maps by students will make it easier for them to interpret various data and results of discussion. That is because the link between the main points has been made in the form of a mind map (Chang, Chiu, & Huang, 2018;Daghistan, 2016;Polat, Yavuz, & Tunc, 2017).…”

Section: Interaction and Evaluatementioning

confidence: 99%

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ILMIZI: Innovation Learning Model for Natural Science and Environmental Learning based on HOTS

Ichsan

2019

Int.J.Edu.Voc.Studies

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Natural science and environmental learning in the 21st century require Higher order thinking skills (HOTS). The purpose of this study was to develop an ILMIZI learning model. The method used is research and development carried out in June-July 2019. The results of the study showed that the ILMIZI model syntax consists of 6 stages, start from Identify problem, Limitation problem, Make mind map, Interpret result, Analyze result, Interaction and evaluate. The six stages are the results of development which are expected to have an impact on the rise of HOTS. Validation results from various learning experts and teachers showed a score of 3.74 with a percentage of 93.50% and a very valid category which means that the ILMIZI model is suitable for use in natural science learning (biology, physics, chemistry) and environmental learning at all levels of education. The conclusion is that the ILMIZI learning model was suitable for learning and expected to have an impact on HOTS students

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Section: Interaction and Evaluatementioning

confidence: 99%

“…Then mention what substances are involved in the process of air pollution. The most important thing in making mind maps is not only seen in terms of appearance, but students can make mind maps that reflect important points of the material (Mustam & Daniel, 2016;Polat et al, 2017).…”

Section: Interaction and Evaluatementioning

confidence: 99%

ILMIZI: Innovation Learning Model for Natural Science and Environmental Learning based on HOTS

Ichsan

2019

Int.J.Edu.Voc.Studies

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“…Çocukların fen eğitimindeki ilk deneyimlerini sağlayan en önemli rehber ve kaynaklarından biri olarak okul öncesi öğretmenlerinin fen öğretimine ilişkin tutumları ve sınıf ortamında gerçekleştirdikleri fen etkinlikleri; çocukların bilimsel süreç becerileri ile düşünme becerilerini etkilemektedir (Ünal & Akman, 2013). Dolayısıyla çocuklara bu süreçte rehberlik edecek okul öncesi öğretmenlerinin de fen öğretimine ilişkin görüş ve tutumlarının olumlu olmasının; gerek çocukların fene dair yaklaşımlarının olumlu olmasında gerekse daha başarılı fen öğretimi süreçleri geçirilmesinde etkili olduğu ve çeşitli yöntemlerin kullanılmasının önemi yapılan çeşitli çalışmalarda ifade edilmektedir (Afacan & Selimhocaoğlu, 2012;Akcanca, Aktemur-Gürler & Alkan, 2017;Alisinanoğlu, İnan, Özbey & Uşak, 2012;Cho, Kim & Choi, 2003;Maier, Greenfield & Bulotsky-Shearer, 2011;Okur-Akçay, 2014;Öztürk-Yılmaztekin & Tantekin-Erden, 2017;Polat, Akşin-Yavuz & Özkarabacak-Tunç, 2017;Ünal & Akman, 2013). Öğretmenlerin fen öğretimine yönelik tutumlarının onların yalnızca fen eğitimine dair görüş ve uygulamalarını değil; aynı zamanda matematik, teknoloji, bilim, sanat gibi farklı disiplin alanları ile ilişkilendirerek çağdaş uygulamalar yapabilmelerinde önemli katkılar sunacağı düşünülmektedir.…”

Section: Discussionunclassified

“…Whether preschool teachers, who will be the guide and mentor of preschoolers, have positive attitudes/views towards/of science education are shown to have a direct impact on both children's attitudes and the improvement of science education practices (Afacan & Selimhocaoğlu, 2012;Akcanca, Aktemur-Gürler & Alkan, 2017;Alisinanoğlu, İnan, Özbey & Uşak, 2012;Cho, Kim & Choi, 2003;Maier, Greenfield & Bulotsky-Shearer, 2011;Okur-Akçay, 2014;Öztürk-Yılmaztekin & Tantekin-Erden, 2017;Polat, Akşin-Yavuz & Özkarabacak-Tunç, 2017;Ünal & Akman, 2013). Therefore, the investigation of teacher attitudes towards science education in detail might be a reliable source of information.…”

Section: Extended Abstract Introductionmentioning

confidence: 99%

Teaching Science in Preschool, Science and Technology

Yavuz

Ahmetoğlu

2019

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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The current study aims to investigate prospective preschool teachers' attitudes towards science education and their views of science and technology. An explanatory sequential mixed methods design was used to capture the attitudes of prospective preschool teachers towards science education first. Then, their views of science and technology were investigated with the use of analogies. The sample of the study was made up of 90 senior students in Trakya University, Department of Preschool Education and the data was collected in the Fall of 2017 and Spring 2018. The results showed that the prospective preschool teachers had high and moderate level of attitudes towards science education. In addition, the views of the prospective teachers regarding science were mostly associated with change, developments, enlightenment, guidance and source of information while they described technology using the words for "change-development", "positive and negative impacts depending on the intention of use" and "need".

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“…The characteristics of mind map media that are easy to use and practical have the potential to improve student learning outcomes on the topic of the reproductive system. The use of mind maps is also suitable for applying concepts to difficult learning topics (Daghistan, 2016;Polat, Yavuz, & Tunc, 2017).…”

Section: Introductionmentioning

confidence: 99%

Improving Students Learning Outcomes Through Mind Map in Human Reproductive System Topic in Natural Science Learning

Dewi¹

2019

Int.J.Edu.Voc.Studies

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Natural science learning on the topic of the human reproductive system still gets a low score. That is due to the lack of use of learning media. The purpose of this study is to improve student learning outcomes through the use of mind maps in the topic of the human reproductive system. The research method used was classroom action research with the stages of pre-cycle, cycle 1, and cycle 2. The study was conducted in July 2019 and carried out at State Junior High School 1 South Tambun, Bekasi, Indonesia. The results showed that student learning outcomes increased from pre-cycle to cycle 1 (0.50) and from cycle 1 to cycle 2 (0.59) with a moderate gain score category. Whereas the pre-nuclear until cycle 2 (0.79) has a high gain score category. The use of mind maps is very useful because the reproductive system has many concepts that must be made simple. The conclusion is the use of mind maps can improve student learning outcomes on the topic of the human reproductive system

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The effect of using mind maps on the development of maths and science skills

Cited by 20 publications

References 27 publications

ILMIZI: Innovation Learning Model for Natural Science and Environmental Learning based on HOTS

ILMIZI: Innovation Learning Model for Natural Science and Environmental Learning based on HOTS

Teaching Science in Preschool, Science and Technology

Improving Students Learning Outcomes Through Mind Map in Human Reproductive System Topic in Natural Science Learning

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