Journal of the Korean Society of Earth Science Education (대한지구과학교육학회지)

The Korean Society of Earth Science Education (대한지구과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

The Effects of Science Lessons using Mind Mapping on Science Process Skill and Science Academic Achievement

마인드 맵 활용전략 과학수업이 과학탐구능력 및 과학 학업성취도에 미치는 효과

  • Received : 2014.07.03
  • Accepted : 2014.08.26
  • Published : 2014.08.30
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study was to examine the effects of science lessons using mind mapping on creativity and academic achievement in science. The subjects of this study were fifth-grade students selected from four classes of an elementary school located in Busan. For ten weeks, the experimental group of 40 students were taught using the mind mapping technique. The comparative group, also of 40 students, was taught in normal classes which used a standard text-book. Children were given a test on science processing skills and academic achievement in science to measure the effects of mind mapping. The Likert scales were used to gather student's feedback on creativity and academic achievement in science. Through these procedures, the following results were obtained: First, mind mapping had a greater effect on science processing skills than the normal classes, where a text-book was used. Second, mind mapping was effective in improving the student's academic achievements in science at a greater level than the normal classes where a text-book was used. Third, after viewing results of the Student Recognition Investigation, we found that the students showed a higher level of interest in science lessons that used mind mapping, and were better able to understand the scientific theories. As a result, the elementary science class with mind mapping developed greater science processing skills and saw higher academic achievement in science. We conclude that science classes that use mind mapping have the potential to develop better science processing skills and improve academic achievement in science.

Keywords

References

  1. Buzan, T. (1994). The Mind Map Book. BBC Active, UK.
  2. Gino, Y., Roy, H., Micheal, M., & Barbara, W. (2004). Recovering Creativity: For Personal Evolution, Industry, and Society. Journal of Youth Study, 7(2), 1-10.
  3. Hilary, B., Ariel, S., & Jessic, S. (2009). Children's mapping of large number words to numerosities. Cognitive Development, 24(3), 248-264. https://doi.org/10.1016/j.cogdev.2009.04.001
  4. Hong Soon Won(2008). The effects of science process skill and scientific attitude by creative problem solving. master's Thesis, Busan National University of Education.
  5. Ji Gyung Min(2012). The Effect of Reading Diary Using Mind Map on Writing Skills and Attitude of Elementary Students with Physical Disabilities. master's Thesis, Kongju University.
  6. Jung Jin Hee, Jung Young Lan(2009). The Effect of Mind Mapping Applied in Science Classes on Middle School Students' Creativity. Korean Association for Science Education, 29(4), 388-399.
  7. Jung Young Lan, Lee Ju Yeon(2004). The Effects of Instructing Using in Mind Map in Middle School Science Class. Korean Association for Science Education, 24(5), 805-813.
  8. Jung Young Suk, Back Nam Gwon(2001). The Effects of Science Learning Activities with Mind Mapping on the Children's Scientific Creativity. The research of science education, 27, 31-40.
  9. Kang Ho Kam(2001). Development of Elementary School Science Instructional Program for Nurturing Creativity; 2. Development and Implementation. Korean Society of Elementary Science Education, 21(1), 89-101.
  10. Kang Jung Mun(2013). The Effects of Science Lessons using Six Thinking Hats techniques on Scientific Creativity and Creative Problem Solving skills. master's Thesis, Busan National University of Education.
  11. Kang Woo Seok(2012). The Effects of Utilization of Creative Technique on Scientific Motivation and Science Academic Achievement tin Elementary Science Class. master's Thesis, Busan National University of Education.
  12. Kim Bo Mi(2012). The Exploration of the Elementary Science Class using the SCAMPER : Focusing on Dissolution. master's Thesis, Gwangju National University of Education.
  13. Kim Chan Ki(2004). The effects of Creativity Training Program on Science Process Skills. master's Thesis, Busan National University of Education.
  14. Kim Chang Sik, Lee Hwa Guk(1990). Study on the Development of Science Education Module. Journal of the Korean Association for Research in Science Education. 10(2), 25-37.
  15. Kim Ho Jin(2009). The influences of creative thinking skills on the degree of studies achievement in social studies class of elementary school. master's Thesis, Gwangju National University of Education.
  16. Kim Kyoung Wha(2006). The Impacts of Improvement of Vocabulary Using a Mind Map on the Emotional Expressions of the Mentally Retarded in Residential Facilities. master's Thesis, Daegu National University of Education.
  17. Kim Sang Dal, Kim Eun Jung, Ju Cook Young, Choi Sung Bong, Hong Dong Gyoon(2008). The effects of high school Earth Science Instruction using mind map. Korean Earth Science Society, 29(7), 617-625. https://doi.org/10.5467/JKESS.2008.29.7.617
  18. Ko Won Nam(2001). The effects of Mind Map on Writing activity. master's Thesis, Soongsil University.
  19. Kwak Seo Eun(2004). The effects of brain-compatible learning program of science on the elementary students. master's Thesis, Seoul National University of Education.
  20. Kwon Jae Sul, Kim Beom Ki(1994). The Development of an Instrument for the Measurement of Science Process Skills of the Korean Elementary and Middle School Students. Korean Association for Science Education, 14(3), 251-264.
  21. Lee Hun Sung(2013). The effects of creative thinking techniques on Science Academic Achievement of 4th graders. master's Thesis, Korea National University of Education.
  22. Lee Young Mi(2012). The effect of the children integrated creativity program: school adjustment, academic achievement and creativity among elementary school children. Korean Society of Child Education. 21(2), 213-232.
  23. Mary, S. W., & Skye G. A. (2009). Mapping Out Your Success: Using Mind Maps to Evaluate Youth Development Programs. Journal of Youth Development, 4(2), 105-111.
  24. Ministry of Education, Science and Technology(2011). Elementary Teacher Guide book of Science. 4-2. Mirae N Corporation.
  25. Park Mi Jin, Lee Yong Seob(2010). Effective Educational Use of Thinking Maps in Science Instruction. Korean Earth Science Society, 3(1), 47-54.
  26. Song Hyun Hwa(2014). The Effects of Lesson Using the Creative thinking Techniques on Science Process Skills and Creativity. master's Thesis, Busan National University of Education.
  27. Song Kyoung Hye, Lee Hang Ro, Lim Cheong Hwan(2004). Development of a Test of Science Inquiry Skills for Elementary School Fifth and Sixth Graders. Journal of the Korean Association for Research in Science Education. 24(6), 1245-1255.
  28. Sung Man Do(2003). The effect of Mind Map Learning Program on Elementary school Children's Creative Cognitive and Disposition. master's Thesis, Korea National University of Education.
  29. Wang, W. C., Lee, C. C., & Chu, Y. C. (2010). A Brief Review on Developing Creative Thinking in Young Children by Mind Mapping. International Business Research, 3(3), 233-238. https://doi.org/10.5539/ibr.v3n3p233
  30. Yoon Sook Hyun(2004). A Reading-Writing Combined Teaching Method Utilizing the Mind Map. master's Thesis, Ewha Women's University.
  31. Yu Kyoung Soon(2005). Effects of Mind Mapping on Scientific Inquiry Ability and Scientific Attitudes of Elementary 4th Graders. master's Thesis, Chung -Buk National University of Education.