Physical Webbing: Collaborative kinesthetic three-dimensional Mind Maps®

This study was conducted among 52 elementary pre service teachers not majoring in the natural sciences, who were taking Earth Science as an elective course at the University of Education located in central Korea. These elementary pre service teachers participated in story writing on the subject of earth system cycles over eight occasions. Changes in their understanding of the Earth's cycles were verified by comparing mind mapping exercises performed before and after the story writing. Afterwards, 43 out of the 52 subjects volunteered for structured interviews, in which they performed story-telling exercises. This study presents examples of story analysis that uses a variation of the wheel-shaped story map, and proposes story mapping as a preferred method of analysis. Before and after creative story writing activities, pre service teachers' mind mapping is analyzed to study possible positive changes. This study identified a gap between the instructional contents of the Earth system unit included in the 7th and current revised school curriculums on the one hand, and the conceptions expressed by the pre service teachers who studied these contents on the other.

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.

Mind mapping is an innovative learning strategy that has an impact on learning. This research aims to define and analyze the use of mind mapping in learning. This research is qualitative-descriptive with library research type. The results of the research show that the use of mind mapping not only has advantages, but also various disadvantages when used in learning. To minimize these weaknesses, this research reviews 20 journals (2018-2022) both nationally and those that have been selected through Google Scholar. The steps in reviewing the research literature are collecting journals/articles about mind mapping, reducing journals/articles for the last five years (2018-2022), analyzing the definition of mind mapping, synthesizing the opportunities and impacts of using mind mapping in learning, analyzing obstacles to mind mapping utilization in learning, and making conclusions. Based on library research, it is found that one way for teachers and students to maximize learning is by designing mind mapping with other learning models or tools. Another finding is that teachers can use various applications to make it easier for students to make mind maps. With this research, it is hoped that learning will be fun and improve students' thinking skills.

With the accelerated internationalization of medical education in China, education of international students has become a key indicator of overall medical education quality. As a highly integrated discipline, anesthesiology requires teaching models that combine theoretical knowledge with practical training, while addressing the diverse cultural and academic backgrounds of international learners. However, anesthesiology education for international students in China faces distinct challenges related to language barriers, culture adaptation and pedagogical alignment. To enhance the quality of anesthesiology education, it is essential to implement innovative and student-centered teaching strategies tailored to their specific needs. This narrative review summarizes the primary challenges encountered in anesthesiology education for international students in China and proposes innovative, student-centered teaching strategies, including bilingual instruction, hybrid models combining problem-based and case-based learning, simulation-based education, and the application of emerging technologies such as AI-assisted learning. Through the enhancement of clinical exposure and the adoption of interactive methods, medical institutions can achieve greater teaching effectiveness, improve clinical competence, and promote equitable learning experiences, ultimately preparing international students to become competent anesthesiologists capable of meeting global healthcare demands in multicultural medical education settings.

The purpose of lesson study (LS), which aims to enhance student learning, is to develop teachers’ teaching competencies. Despite an expanding body of research on lesson study, few studies have delved into how the components of lesson study can be leveraged to promote student teachers’ pedagogical content knowledge (PCK) in science classrooms. This case study aimed to investigate how LS fosters PCK, particularly concerning the dynamic interplay between teachers’ knowledge, beliefs, and practices. The participants consisted of two student teachers, two cooperating teachers, and a university mentor. To analyze the data from content representations, lesson plans, interviews, and observations, inductive analysis was utilized. The findings revealed that reflecting on student learning is essential for adjusting instruction and anticipating challenges enables proactive preparation. Collaborative learning spaces, especially partnerships between cooperating teachers and student teachers, cultivate positive learning environments and innovative teaching strategies. Open-mindedness within the learning community is vital to developing PCK in student teachers. This study suggests that by incorporating these key elements into teacher education programs, we can better prepare science teachers to be adaptable, reflective, and collaborative practitioners who can effectively meet the diverse needs of their students.

In order to keep up with the booming technological explosion and the revolution of Industry 4.0, the students of Gen Z are expected to be up to date in the digital era. This necessitates the teachers to employ multivariate pedagogical strategies to uphold the attention of students and provide them with a longterm knowledge base. One such strategy involving visualization and supporting active learning is the mind mapping tool. Mind maps can be employed as a teaching aid along with other active learning strategies in order to unleash the in-depth associations between related concepts. Through its innate visual structure, it helps the students to organize and assimilate concepts by looking into the broader picture. Mind mapping not only aids as a longterm memory technique but also promotes design thinking and lateral thinking skills. In this paper, exploiting mind maps throughout the teaching and learning process of Computer Architecture and Organization course for the undergraduate students of the third-year engineering programme is elaborately discussed. Through the case study presented, the mind map is showcased to take various facets like ‘Storm a brain-map’, ‘Break the ice-map’, ‘Fill the neurons’ and ‘Unit wise summary map’ in different sessions of the teaching learning process. It was not only used as a teaching aid, but also served as an effective formative assessment tool for evaluating the students’ understanding of the subject matter. The schema for scoring the mind maps and its relevance to the anticipated summative performance of the students is discussed. Thus, mind maps help in transforming the delivery mechanism and thereby promotes a radical learning environment. Keywords— Interconnections; mind maps; neurons; formative assessment; learning aid; STEM education; Radical learning environment;

This study investigates the application of the mind-mapping learning model to enhance children's writing skills. Conducted over two weeks during the 2022/2023 academic year at a school in Medan, North Sumatra, the research employed a quantitative experimental design. The study population included 106 children aged 3-8 years, with samples systematically selected from two classes. Data collection involved observation sheets to assess student engagement and activity levels. Statistical tests ensured data validity and reliability, with normality tests (Kolmogorov-Smirnov and Shapiro-Wilk) revealing normal and non-normal distributions and homogeneity tests confirming data uniformity. The t-test results indicated a significant positive impact of mind mapping on writing skills (Sig. = 0.000; t = 24.810). These findings suggest that mind mapping in early education can significantly enhance writing abilities, improving academic performance and cognitive development. The implications are substantial for educational practice, advocating for integrating mind mapping into teaching methods and supporting teacher training programs. Despite limitations such as a small sample size and potential sampling bias, this study provides a foundation for further research. Future studies should involve larger samples to validate these results and explore additional applications of mind mapping in educational settings, aiming to refine and enhance teaching strategies for early childhood education. Additionally, educational policymakers should consider integrating innovative teaching strategies like mind mapping to improve academic outcomes.

Chapter 1 - What is mind mapping

The aim of this research are to find out how mind mapping techniques can help and how students with different skills respond when using Mind Mapping in writing descriptive text activities. Writing is one of the basic skills that must be mastered by English learners. In fact, learners often have difficulty in writing activities, especially in conveying their ideas into written form. However, students' writing skills are not always the same skills. In this study, the writer used a case study with descriptive data analysis to achieve the goals of this research. The participants of the research were students from one of the vocational high schools in Cimahi with the writing skills on A1 and A2. The research instrument used in this research is learning log and interview. The result findings show that students with A1 and A2 abilities stated that the application of Mind Mapping techniques was helped them because they could formulate ideas when writing descriptive texts and also Mind Mapping was easy to use. There were difficulties faced by all participants, one of participant with skill level A1 had difficulty due to lack of ideas, and the other participant had difficulty in vocabulary. However, all participants A1 and A2 stated that Mind mapping is an interesting technique. In conclusion, Mind Mapping is easy to use and helps students in writing activities because they can arrange ideas from the main topic to the subtopic. In addition, students showed a positive response to the Mind Mapping technique.

This study aims to implement a science, technology, engineering, and mathematics (STEM) education approach in an environmental education course. The research involved the design and implementation of STEM activities by researchers, as part of the environmental education course taught in the second year of a Primary School Teaching undergraduate program. In this study—a case study using qualitative research methods—after the implementation of STEM activities, some mind maps and the views of the pre-service teachers regarding STEM education were examined. A total of 42 pre-service teachers participated in the study and an examination of their mind maps showed that they have a rich conceptual structure regarding STEM education and also associate STEM fields both with one another and with environmental education. In the interviews conducted following the activities, the pre-service teachers stated that they found STEM education to be efficient, easy to retain, and fun.

The purpose of this pilot study was to describe intentions to adopt innovative teaching strategies in clinical educators who have participated in an online course focusing on the role of clinical teaching (N = 71). Innovative teaching strategies were defined as those that embrace the tenets of sociocultural theory, a student-centered approach whereby the role of the nurse educator is to motivate and support the student and, in mutual process, to push students to reach toward their learning potential by using guiding techniques that can be erected or gradually reduced based on the individual student's learning needs. Participants stated that three factors proposed in the Rogers theory of diffusion of innovation (compatibility, trialability, and relative advantage) would be most influential in the adoption of innovative teaching strategies. Encouraging students to explore and apply new knowledge was described as the teaching strategy most likely to be adopted. Intent to adopt innovative teaching strategies may provide insight into the development of organizational climates in schools of nursing that could foster needed changes in clinical teaching.

The objective of this thesis is the applicability and potential benefits study of Mind Map on project management in the consultancy, new products, and business development areas. As secondary objectives, the study presents Mind Map application in the corporate world, extending it to the Brazilian academic environment. The theory referential, divided into two parts, primarily introduces the main author's vision on project management. The second part thoroughly covers a Mind Map bibliography review, introducing its definition, principles, laws, benefits, applications, as well as four successful business cases. The research methodology was adopted from multiple case studies, which involved five executives from four service organizations that use Mind Map as an important tool for project management. Regarding data collection, individually structured interviews were conducted with each executive, in addition to secondary data collection available from public domain. The work conclusions reveal that Mind Map maximizes the key skills required for effective project management, enabling an upgrade in the quality of management activities, primarily related to planning and project monitoring scope. However, this study clearly identifies the needs of Mind Map software, and is frequently supported by other classical programs used in project management activities. Finally, Mind Map software has been shown to facilitate the achievement of objectives in such complex studied cases.

Speaking, one of the two productive skills, has been paid much attention to by first-year students at the Faculty of English, University of Foreign Language Studies - The University of Danang (FE, UFLS - UD). There are a variety of strategies and techniques assisting EFL teachers and learners, and mind mapping technique is among these which could be implemented to improve teaching and learning performances in general and speaking skill in particular. Mind maps are being taken advantage of by EFL students in classes to improve their speaking skill. In this study, the researchers have assumed that mind maps have the facilitating impact on the oral speech performance of the first-year students at FE, UFLS - UD. We have conducted this research quantitatively and qualitatively whose data is from interview questions and a set of questionnaires for first-year students, and the researchers’ classroom observation. This is a case study which aims to explore the reality of using mind maps including the frequency, speaking stages, and freshmen’s attitudes when utilizing this technique to enhance this skill. Its suggestions could be applied in teaching and learning English speaking skill effectively.

Purpose The global prominence of languages and Saudi Arabia’s Vision 2030, which supports the necessity of German proficiency for the nation’s socioeconomic evolution, necessitate a deeper understanding of German teaching in Saudi international schools. This study delves into the influence of various teaching strategies on students' German writing skills. The research particularly focuses on traditional and innovative methods and considers the factors that drive these teaching approaches. Design/methodology/approach Data were collected from 304 students in Riyadh, Saudi Arabia, through a questionnaire. The relationships between teaching strategies and students' German writing abilities were analyzed using regression techniques. Findings The results indicate that both traditional and innovative teaching strategies positively influence students' writing skills. The regression analysis shows that the independent variables (traditional teaching strategies, innovative teaching strategies and factors influencing teaching strategies) collectively account for 68.9% of the variation in students' German writing skills. Even though a variety of techniques influence students' academic performance, the study’s findings indicate that several strategies – such as self-evaluation, pair work, oral feedback, grammar instruction and translation – have a major impact on students' German writing abilities. Originality/value This research brings unique insights into the German teaching realm of Saudi international schools, emphasizing the harmony between Vision 2030 goals and effective teaching methodologies. It elucidates the considerable influence of both traditional and innovative strategies on student writing outcomes. For educators in Saudi Arabia’s international educational environment, the study’s findings underline the importance of adopting student-centric approaches in the writing process, ensuring students evolve as proficient writers. Additionally, the research underscores the significant role of variables affecting teaching strategies, spotlighting their pivotal role in shaping student outcomes.

The Teaching-Learning process is complex; First, the interest, and motivation of the student is important. In addition to the above, the social and cultural context can have a positive or negative influence on learning in the area of mathematics and particularly on the notions of probability. The present work presents a didactic proposal that is supported by the use of computational tools. The objective of this proposal is to improve the understanding and fixation of concepts of counting techniques through the use of visual and descriptive forms (appropriate tables and codifications). Real-life examples are presented, so that the student can build formal definitions that allow generalizations under mathematical rigor. For the design of the teaching strategy we rely on constructivist and learning theories under didactic situations. These teaching models have great educational potential because they encourage reflection and analysis. In this way the student acquires skills in the approach, resolution, interpretation and verification of probability problems. In a second stage it is expected to experiment with the application of this proposal in the classroom. In this way, difficulties in teaching-learning processes can be identified and innovative teaching strategies can be proposed.