Mind mapping: an instructional strategy for learning seventh-grade life science

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Title: Mind mapping: an instructional strategy for learning seventh-grade life science
Author: Trevino, Cynthia
Abstract: Graphic organizers are frequently utilized by teachers to assist learning . Characteristics of graphic organizers include an organizational process , opportunities for brainstorming , planning , assessment , illustrations , visual stimuli , note taking , checking understanding , and allowing an instructor to effectively deliver instruction (Ausubel , 1969 ; Bromley , Irwin -DeVitis , & Modlo , 1995 ; Gregory & Chapman , 2002 ; Marzano , R .J . , Pickering , D .J . , & Pollock , J .E . , 2001 ; Stronge , 2002 ) . Mind mapping and outlining are specific instructional tools teachers utilize to improve learning . These instructional tools have the characteristics of graphic organizers and allow individuals to process information . Mind mapping and outlining allow individuals to foster and create meaningful learning , which is critical to the learning process (Ausubel , 1969 ; Novak , 1981 ) . The purpose of this study was to determine effects of mind mapping and outlining on learning Life Science in the seventh grade . This study evaluated unit test scores , one -week delayed comprehensive posttest scores , and attitudes of students toward the strategy implemented on a Life Science Unit on cellular biology . Permission was obtained from the Texas Tech Institutional Review Board and Hobbs (NM ) Municipal Schools to conduct this study . Consent was received and each participant was randomly assigned to one of three groups (control , outlining , and mind mapping ) to assure equal distribution of difference between these groups (Gall , Borg , & Gall , 1996 ) . A one -way ANOVA was conducted to determine effects of groups in unit test scores and one -week delayed comprehensive posttest scores . A MANOVA was utilized to evaluate effects of groups’ attitude survey scores . Results of the study demonstrated a significant difference in means of unit test scores . A post -hoc test was conducted to evaluate which groups were different . A significant difference existed for students who used the outlining strategy to answer unit test questions on cellular biology when compared to the control and mind -mapping groups . In evaluation of one -week delayed comprehensive posttest results on cellular biology , a significant difference did not exist between groups . Attitudes toward the strategy being implemented differed between means of groups for survey questions two and seven . The mind -mapping group indicated significant agreement regarding the statement “I enjoyed creating an (outline , mind map , writing information ) for the cell block .” Ancillary data was compiled of basic and application questions of unit test and one -week delayed comprehensive posttest . In unit test basic questions , the outlining group performed significantly better than the mind -mapping group . In the one -week delayed comprehensive posttest , the outlining group performed significantly better than the control group . Limitations in this study involved students’ lack of engagement of the learning process , student diversity , classroom disruptions , student interactions , student resistance , and immediacy of feedback . Recommendations for further study include grouping students according to their developmental level using Piaget’s theory , modeling of note taking strategies by teachers , increasing the length of training sessions on graphic organizers , and selecting other areas of science content .
URI: http : / /hdl .handle .net /2346 /11193
Date: 2005-05

Citation

Trevino, Cynthia Mind mapping: an instructional strategy for learning seventh-grade life science. Doctoral dissertation, Texas Tech University. Available electronically from http : / /hdl .handle .net /2346 /11193 .

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