Create Mind Maps Research Articles

Implementasi Model Project Based Learning Menggunakan Mind Map terhadap Keterampilan 4C Geografi Siswa Kelas X Fase E SMAN 15 Padang

Geography, as a discipline that studies the interaction between humans and the environment, as well as physical phenomena on Earth, plays an important role in developing 4C skills (Communication, Collaboration, Critical Thinking, and Creativity). However, many students still face challenges in applying 4C skills in geography learning. These challenges include a lack of student participation, as seen from their minimal involvement in class discussions, which hinders the development of communication and collaboration skills. This issue is often caused by low self-confidence or insufficient understanding of the material. Additionally, students frequently struggle with critical thinking, particularly in identifying and analyzing complex geographical problems. The method used in this research is descriptive qualitative, with the subjects selected using purposive sampling, resulting in a sample of Class X Phase E 8. Data collection was carried out using assessment rubrics in terms of attitudes, knowledge, and skills to evaluate student activities in creating Mind Maps. The results of this study show that the assessment of Mind Mapping, using the Project-Based Learning model, yielded an overall average score of 81.72, categorized as good, and positively impacted the development of students' 4C skills. Students demonstrated creativity (C6) by creating Mind Maps, which reflect their ability to think critically and creatively, core aspects of Higher Order Thinking Skills (HOTs). Furthermore, they showed improved communication and collaboration abilities in learning, thus achieving the 4C skills.

Developing skills for a healthy lifestyle by using interactive methods in teaching Biology and Health Education

Abstract The aim of the article is to present the results of using interactive methods in the teaching of Biology and Health Education to 7th grade students for developing skills for a healthy lifestyle. The discussion is based on the topics: “The role of prokaryotic organisms in nature and their importance for man”, “The role of unicellular eukaryotic organisms in nature and their importance for man”, and “Talus plants. Seaweed”. The discussion is supported by fragments of lessons in which interactive methods are used – the method of associations through creating mind maps, discussion, case study, and role play. As a result of using of interactive methods, students develop key competencies for maintaining their own health and the health of society as a whole.

Application of Kimi Intelligent Assistant in the Teaching of Water Pollution Control Engineering Course

With the rapid development of artificial intelligence technology, its application in the field of education is becoming increasingly widespread. This paper introduces the functional features of the Kimi Intelligent Assistant and elaborates on its application in the teaching of Water Pollution Control Engineering course from aspects such as assisting in lesson plan design, creating mind maps, answering questions, process design, exercise compilation, and extracurricular extended learning. Challenges and countermeasures of introducing Kimi Intelligent Assistant into the course teaching are analyzed from the perspectives of technology integration, teacher training, student acceptance, data security and privacy, cost, and curriculum content updates. The paper also provides a prospect for the further application of the Kimi Intelligent Assistant, suggesting that it is expected to become an important tool in promoting the technological development of future environmental engineering education.

Effective methods of teaching a foreign language in the modern educational environment

Relevance. In today�s world, global communication and international cooperation are becoming increasingly important, and therefore knowledge of a foreign language is a key factor in overcoming language barriers and effective communication between different cultures, which makes this study relevant.Purpose. The purpose of this study was to reveal and investigate current trends and strategies of teaching foreign languages aimed at maximising learning efficiency.Methodology. The study employed the methods of analysis, systematisation, and generalisation.Results. The study examined various aspects of effective methods of teaching foreign languages in the modern educational environment, such as Content and Language Integrated Learning (CLIL), immersion, content-based learning, suggestion therapy, the use of computer technology in teaching, flipped classroom, and methods of creating Mind Maps. It was found that these methods allow for effective foreign language teaching in the modern educational environment. This study also revealed the specific features of using innovative technologies, virtual reality, and their contribution to improving foreign language acquisition in the educational process, as the modern educational environment requires the use of the latest technologies to improve access to knowledge and individualise learning.Conclusions. As a result of this study, it was possible to investigate the psychological aspect of foreign language learning, focusing on the role of motivation and emotional state for the successful acquisition of language skills. The findings of this study can be used to create, develop, and improve curricula in the field of foreign language teaching.

Analisis Kebutuhan Siswa Kelas X SMA Sultan Agung dalam Pengembangan Media Menulis Teks Berbahasa Inggris

The research objectives were (1) to analyze the needs of class X SMA Sultan Agung students in developing learning media for writing English texts; (2) identifying the media characteristics that students need.This research is a type of qualitative research with a descriptive approach. The research was conducted at Sultan Agung Jepara High School with the research subjects being all students of class X. Data collection techniques were carried out using questionnaires and interviews. The results showed that the analysis of students' needs included: students liked learning media that were colorful and had a variety of shapes; students need media that can help them differentiate the structure of each type of text; students need media that is easy, durable and practical to use; students need to be facilitated with media that can help them find ideas or topics; students need help in creating mind maps or writing outlines; students need help finding or translating difficult words like a dictionary. From this needs analysis it can be identified that class X SMA Sultan Agung Jepara requires learning media to write English texts with characteristics in the form of an android application. Where this application has characteristics that help students master the text structure of each type of text. In addition, this application must be able to provide an attractive appearance and be able to help students write several types of English texts easily and precisely.

Mind mapping in foreign language classes: review of online mind map constructors

The article deals with the peculiarities of the educational technology of mind mapping, reviews several digital applications for creating mind maps, and practically proves the effectiveness of using mind mapping in foreign language classes.The digitization of the educational process, the globalization of knowledge and the availability of educational information arrays, in combination with quarantine restrictions and the war in Ukraine, have presented significant obstacles to foreign language teachers. Although mind mapping technology is relatively new, it has many supporters among linguists. The essence of educational technology based on compliance with the radial type of brain perception of an array of information, which is more natural than linear, is analysed in detail in the article. The appropriate systematicity, structure, simplicity and adaptability of this method of material demonstration, in contrast to the traditional ones, were delivered through the characterization of the main elements of the mental map structure and the basic rules for its creation. The paper provides an overview of three primary online mind map constructors (Gitmind, Mindomo, and Coggle) according to several requirements, adequate for teaching foreign language grammar to first-year students majoring in “Philology”. Based on the review of the basic and target characteristics of mind map applications, the article’s authors recommended the Gitmind constructor and justified the choice. An example of the practical application of mental maps and the application in foreign language classes was also presented in the article. The stages of creating a teaching mind map for presenting a grammar topic were described. The article presents the results of the final survey of students involved in learning with the help of mind maps, which proved the expediency and effectiveness of using mind maps in teaching foreign languages in general, and the optimality of using a digital mind map constructor in particular.

The use of digital technology in the selection and training of students in the transportation system

The article shows the possibility of using online testing with the help of a computer program in the selection of applicants for technical direction and digital tools for teaching students. It solves the following problems: to show the application of the computer program to determine professional aptitude of future applicants with the help of online testing on digital devices, as well as show the use of digital tools in the organization of work in the training of students. The methods and research tools were digital technologies (online board “Miro”; Edupuzzle – online service for creating visual material; Pear Deck – tool to involve students in the learning process by interactive; Mindomo – for creating mind maps; online testing with the “Wizard” tool; test questionnaire in Google form on the studied material on the “Interpersonal conflicts management” discipline; author’s questionnaire on using digital tools in the learning process of students). The article presents the author’s approach to recruit future students in different learning profiles, including technical, using a computer program written in the “JavaScript” programming language with the created testing interface and subsequent ability to process its results using digital devices such as phone, tablet, computer, etc.

ДИГИТАЛНИ ИНСТРУМЕНТИ ЗА КОМПЮТЪРНИ ПРЕЗЕНТАЦИИ, ИЗПОЛЗВАНИ ПРИ ОБУЧЕНИЕТО НА УЧИТЕЛИ

The following work is devoted to the appropriate digital tools for interactive computer presentations that could be used in the pedagogical specialists’ training. It is known that in last two years educational systems around the world have switched to online learning. This has led to a need for retraining of pedagogical specialists in the field of preparation of e-learning content. This is the main reason why it is important for teachers to know modern digital tools that provide various services related to cloud storage, video conferencing, creating presentations, building web content, creating mind maps, collecting and providing information, creating digital notebooks, working with a whiteboard, creating tests for control and assessment of knowledge and much more. This work presents two digital tools for innovative and attractive computer presentations and their practical application in teachers’ training. The described digital tools are used in the teachers’ training in bachelor’s and master’s programs of FMI at the University of Plovdiv „Paisii Hilendarski“, as well as in various qualification courses conducted by the Department of Qualification and Professional Development of pedagogical specialists at the same university.

THE RELATIONSHIP BETWEEN MIND MAPS AND LEARNING APPROACHES OF MATHEMATICS AND ACCOUNTING TEACHERS TAKING PEDAGOGICAL FORMATION EDUCATION

Learning approaches are thought to be related to the attitude of individuals towards learning. Mind maps, on the other hand, can be considered as visual tools that enable learning when looking at the definitions in the literature. The problem of this research is whether the methods preferred by individuals while creating mind maps and the quality of the mind maps they create are shaped according to their learning approaches. In the research, it was aimed to reveal the relationships between the learning approaches of pre-service mathematics and accounting teachers who received pedagogical formation education and the department they study in, and some variables (mind map score, mind map construction method) based on the mind maps they prepared. The research was carried out in a survey design, which is one of the quantitative research methods. The study group of the research consists of 59 (21 mathematics, 38 accounting) teacher candidates who took the "Special Teaching Methods" course in the pedagogical formation education program. For the content of the course, an explanation was given to the teacher candidates about how to prepare mind maps and what to consider when preparing mind maps. The first of the two measurement tools used in the research is the mind maps prepared by the pre-service teachers about special teaching methods. The second one is the "Learning Approaches Scale" developed by Biggs et al. (2001) and adapted to Turkish by Batı et al. (2010) and ensured its validity and reliability. The scale was applied online to 59 pre-service teachers who constituted the study group of the research. Analysis of the obtained data was carried out with Independent T-Test and One-Way Analysis of Variance (ANOVA). In the findings of the analysis, it was revealed that both mathematics and accounting teacher candidates were inclined to the deep learning approach. At the same time, no significant difference was found between the learning approaches of the pre-service teachers and the department they studied, their mind map scores and mind map making methods. Finally, a general evaluation was made for the findings and suggestions were made for the studies to be done in this field.

Технология за създаване на мисловни карти в обучението по технологии и предприемачество

The proposed technology for creating mind maps provokes the design and creation of interactive web-based learning resources for teachers and students. The mind maps created in this way can be easily integrated into the learning process, which leads to increased motivation and engagement of students. They can be easily edited and shared. Following the proposed technology, the created mind maps meet both pedagogical requirements and technological requirements that must be imposed on web-based learning resources.

ALGEBRAIC STRUCTURES BY CREATING MIND MAPS WITH STUDENTS GIFTED IN MATHEMATICS

Working with mathematically gifted students is the subject of many studies. In the literature, one can find various examples of the positive impact of the use of mind maps on learning by understanding and connecting concepts in appropriate schemes, but the impact of creating mind maps on the achievements of students gifted in mathematics has not been sufficiently researched. Having that in mind and that algebraic structures represent a teaching topic in which it is necessary for students to have adequate theoretical knowledge about these structures and relations between them, this method was implemented in order for students to connect the proper concepts in a scheme. For that purpose, (two) mathematics classes of sys- tematization are conducted for the teaching topic on Algebraic structures in order for students to create two mind maps each (one for algebraic structures with one and with two binary operations and another for homomorphism). The effects of this approach to the systematization classes were examined by analyzing the students’ success achieved in two fifteen-minute tests (before and after the systematization classes) where they had to mark the correct statements (precisely formulated algebraic structures and homomorphisms). The results obtained by statistical analysis indicate that the students achieved statistically significantly better results in the test held after the systematization classes. In other words, the creation of mind maps by students gifted in mathematics had a positive effect on systematization of knowledge about Algebraic structures and on students’ achievement in mathematics (specifically Linear Algebra and Analytical Geometry). This result implies that teachers who work with students gifted in mathematics should seriously consider organizing mathematics classes where students will systematize and deepen their theoretical knowledge by creating mind maps.

Investigating the User Experience of Mind Map Software: A Comparative Study based on Eye Tracking

Software for creating mind maps is currently prevalent, and it should have strong usability and create a good user experience. Usability testing can help to uncover flaws in software's usability and support its optimization. This paper took the mind map software "Xmind" and "MindMaster" as study cases and conducted comparative research on three aspects: effectiveness, efficiency, and satisfaction. The research investigated 20 participants' interactions with the two software. Task completion rate, number of errors, and number of requests for help were collected to evaluate the effectiveness. Eye tracking data and task completion time are collected to evaluate efficiency. System usability, interface quality, and emotional dimensions were collected with subjective scales to assess the software’s user satisfaction. The data together led to a conclusion: each software has a few usability issues. The use of jargon to explain functions was costly to learn and quickly undermined users' confidence in using the software; the interface's simplicity impacted satisfaction, although users tended to evaluate utility tools in terms of their ease of use and ease of learning. These findings could be used to optimize utility software.

Use of digital instruments and services in the system of children’s additional education

The study examines digital instruments and services that can be used in the system of additional education. Being able to use digital instruments and services in professional activity and being ready to account for modern trends in the development of digital technology is important for a teacher in additional education. The organizational foundation of additional education is a digital learning platform. Digital technologies require new approaches to the development of educational and methodological materials, types of activities, methods, means, and organizational forms of learning to ensure the high quality of the educational process. The authors explore the use of Google digital services, resources for creating infographics, and MindMeister, a service for creating mind maps, in the system of additional education.

Identifying Concepts Created for Geometric Objects: Mind Map

The purpose of this research is to determine the knowledge, perceptions and misconceptions of preservice primary school teachers about geometric objects through mind maps. For this purpose, the research was designed with a case study, one of the qualitative research methods. The study group of the research consists of 52 pre-service primary school teachers studying at a state university in the Aegean Region of Turkey. After giving information about mind maps to pre-service primary school teachers, they were asked to create mind maps about the concept of “Geometric Objects”. The created mind maps were subjected to content analysis and codes and categories were created. The mind maps of pre-service primary school teachers were analysed one by one, starting from the centre towards the outer branches and separated as related and unrelated concepts. As a result of the research, it was revealed that most of the pre-service primary school teachers who participated in the study used the concepts of geometric objects and geometric shapes interchangeably. In addition, as a result of the analysis of the first branches of mind maps, it was determined that unrelated concepts were more than related concepts. Very few of them have reached the fourth branch in the mind maps created by pre-service primary school teachers, and they had difficulty explaining the concept. In line with the results obtained from the research, the concepts related to geometric objects should be taught in the undergraduate education of pre-service primary school teachers to provide meaningful learning about geometric concepts in pre-service primary school teachers.

Information Services for the Use of Mind Maps in Teaching: the Experience of University Experimental Work

The purpose of the article is to identify the information services for creating mind maps in the process of linguistic training of future philologists at the seminars. A comparative analysis of the most used software products for creating mind maps was carried out based on an expert survey. The results of this analysis made it possible to choose a software product using mind maps. The results of the pedagogical experiment confirmed the assumption that mind maps are an effective means of mastering the knowledge of future philologists at the seminars. The use of mind maps in the processes of understanding information in the classroom affects the activity of students' listening, makes it possible to systematize information through personal understanding and structuring, and promotes effective memorization. The next areas of scientific research on the presented problem are the analysis of the effectiveness of mind maps in the independent work of students.

Exploring The Complexity of Student-Created Mind Maps, Based On Science-Related Disciplinary and Interdisciplinary Core Ideas

The success of science education is in promoting conceptualisation, both disciplinary and interdisciplinary, in meeting desired learning goals. This research seeks to identify the quality of, upper secondary school students’ dimensions of knowledge and conceptualisation, related to a set of science-related disciplinary and interdisciplinary core ideas. Using validated guidelines, data collected from grade 10 (N=254) students, and an abductive thematic analysis approach are used to subsequently analyse student-created mind maps. Results show that most students are able to create mind maps, although these tend to be very general and indicate few interconnections between the different dimensions of knowledge presented. The results further suggest that, in general, it is difficult for students to conceptualise the interrelationships between science-related disciplinary and interdisciplinary core ideas and even show that some students hold misconceptions. The use of mind maps is seen as a meaningful approach to identifying learners’ ability to relate dimensions of knowledge applied to disciplinary and interdisciplinary core ideas in science education. The research identifies a need to investigate learning approaches in secondary school studies so as to promote more emphatically interconnections between disciplinary and interdisciplinary core ideas.

Computer-aided mind map generation via crowdsourcing and machine learning

Early-stage ideation is a critical step in the design process. Mind maps are a popular tool for generating design concepts and in general for hierarchically organizing design insights. We explore an application for high-level concept synthesis in early stage design, which is typically difficult due to the broad space of options in early stages (e.g., as compared to parametric automation tools which are typically applicable in concept refinement stages or detail design). However, developing a useful mind map often demands a considerable time investment from a diverse design team. To facilitate the process of creating mind maps, we present an approach to crowdsourcing both concepts and binning of said concepts, using a mix of human evaluators and machine learning. The resulting computer-aided mind map has a significantly higher average concept novelty, and no significant difference in average feasibility (quantity can be set independently) as manually generated mind maps, includes distinct concepts, and reduces cost in terms of the designers’ time. This approach has the potential to make early-stage ideation faster, scalable and parallelizable, while creating alternative approaches to searching for a breadth and diversity of ideas. Emerging research explores the use of machine learning and other advanced computational techniques to amplify the mind mapping process. This work demonstrates the use of the both the EM-SVD, and HDBSCAN algorithms in an inferential clustering approach to reduce the number of one-to-one comparisons required in forming clusters of concepts. Crowdsourced human effort assists the process for both concept generation and clustering in the mind map. This process provides a viable approach to augment ideation methods, reduces the workload on a design team, and thus provides an efficient and useful machine learning based clustering approach.

Developing Ideas for Publication: Strategies for Nurse Authors

Developing Ideas for Publication: Strategies for Nurse Authors

A Cognitive Approach to the Instruction of Phrasal Verbs: Rudzka-Ostyn’s Model

English as a Foreign Language (EFL) learners find some phrasal verbs problematic because of their idiomatic and polysemous nature. They are frequently used in spoken English and textbooks suggest an arbitrary way in teaching them. Cognitive linguists proposed that the particle plays a major role in determining the meaning of such phrasal verbs. This study investigated the effectiveness of a cognitive approach (i.e., Rudzka-Ostyn’s Model) in teaching taught and new phrasal verbs including metaphorical ones. Using a list of frequent phrasal verbs, a quasi-experimental design was used in which an experimental group was required to create mind maps of the common meanings of each particle with example phrasal verbs. The control group, on the other hand, was asked to memorize the frequent senses of the most frequent phrasal verbs along with their translations. The experimental group did not outperform the control group on the post-test. This was attributed to a number of problems such as the fact that some senses given by some particles are not outlined in Rudzka-Ostyn’s Model. Further, the analytical procedure followed by students to cognitively understand phrasal verbs should be made explicit and address the interaction between the verb and the particle. Additionally, following a cognitive approach, instructors should focus more on the particles up and out since they have many senses and contribute a lot to phrasal-verb formation.

ОСОБЛИВОСТІ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ДОЗАСТОСУВАННЯ МЕНТАЛЬНИХ КАРТ НА УРОКАХМАТЕМАТИКИ

A great deal of information can be covered up by means of mind maps. This concept, on the basis of which the technology of mind maps was created, was introduced in the 70's by Anthony "Tony" Peter Buzan. The author believed that the use of mind maps was most suitable for higher education and research institutes but their application is so convenient and efficient in covering up information that they are easy to use in mathematics lessons in a primary school in different ways: 1) for creating an interactive lesson plan by a teacher (a mind map that you follow during the lesson) using ICT resources; 2) creating students' own mind maps to cover the theme of the lesson. In the article the technique of preparing future primary school teachers for using mind maps in mathematics lessons to create interactive lesson plans is substantiated. Software resources for creating mind maps are described, in particular FreeMind, Bubbl.us, MindMeister, which are useful in creating mind maps in mathematics lessons in a primary school, their positive and negative sides are identified; the algorithm of creating mind maps for a primary school student is given.