The Effect of Mind-Mapping on the Memorization and Acquisition of Immunology Concepts in the Secondary School

Abstract

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.