A Study of the Learning Effect of Incorporating Mind Maps Teaching into Social Studies on Elementary Students – Taking the 5th graders at Kaohsiung Bo Bo Elementary School for example

• Main Authors: Tsai,Weijen, 蔡維珍
• Other Authors: Wang,Wenke
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/45840444998176435373

碩士 === 東海大學 === 教育研究所 === 100 === The study aimed to access that if incorporating mind mapping into social science teaching on the 5th graders could improve their learning motivation, learning interest and learning achievement by implement of the quasi-experimental study. The content of this study included the implementation of teacher’s teaching strategies, the change of student’s motivation toward the social science learning, and students’ troughs and ideas about the teaching experiment of mind mapping. This quasi-experimental study tried to reform teaching methods and breaked the practical teaching difficulties. By employing quasi-experiment method, the study targeted 28 students of one 5 th-grade class at the serving elementary school. Besides, choosing several classes with the similar background of teachers and conditions of students in the 5th grade at the same elementary as a control class. The quasi-experiment study could be divided into two stages for 12 weeks, and took use of the summative tests in social learning and students’ learning tools such as feedback form to collect data. The study yielded the following results: The mind mapping teaching allowed students to face the tedious knowledge more logically, not just following blindly and gulping learning strategies to enable students to dare to face the problem and to solve the problem. The mind mapping teaching curriculum was suitable for 5th and 6th grade students. Second, through the mind mapping teaching could get quick and effective learning strategies, and also could deepen the memory and the understanding of the knowledge in the text, and effectively allowed the students to improve their learning achievements and to increase their of accomplishment. Third, the mind mapping was the self-image of students’organizations,so students could easily store the knowledge to long-term memory, not only to help students quickly summarize the knowledge to find keywords, and made progress in students’ achievement, but also to help students to learn effectively, and to improve their learning achievement. Forth, most students gave the curriculum of incorporating mind mapping into social science teaching highly and positively evaluation, especially for that mind mapping teaching makes learning more interesting and could attract students learning interests in social science. Therefore, the mind mapping learning could help students feel happy to learn and be self-affirmed and confident by positive reinforcements.