Dissertations / Theses on the topic 'Mind-mapping application'

碩士<br>國立臺南大學<br>幼兒教育學系碩士班<br>98<br>The purpose of this study was to examine the effects of mind mapping instruction on children’s reading comprehension of picture books. The researcher used mind mapping as one of children’s learning techniques and utilized story grammar to facilitate children’s acquisition of the crucial information in picture books. In addition, the researcher drew mind mapping by decomposing every story into four parts, including the main characters, settings, events, and consequences. Qualitative research method was adopted in this study. The participants of this study were six young children who were familiar with each other, comprising one second-grade pupil, two kindergartners, two preschoolers, and one three-year-old child. These six children were assigned into two groups randomly. Eleven courses were offered to each group by the researcher, including six classes of mind mapping training. The data obtained from the in-class observations, children’s mind mapping works, and both children’s and parents’ interviews were analyzed for information to enhance children’s learning and to improve teaching. Moreover, the results of free-recall tests and reading comprehension tests with ten open questions conducted by the researcher were examined to understand the difference between pretest and posttest. As indicated by the results of this study, (1) mind mapping helps young children make a meaningful reading progress and would be an appropriate learning approach to children’s reading through picture books; (2) mind mapping improves reading comprehension of young children of various levels of intelligence in different developing stages; (3) children can utilize mind mapping to help themselves read picture books. Finally, the study presents suggestions for teaching practitioners and recommendations for future researchers.

碩士<br>南臺科技大學<br>教育領導與評鑑研究所<br>104<br>Abstract The purpose of this study is to investigate the implementation of integrating Digital Mind Mapping into life career exploration as well as the problems and the solutions students’ encounted in the course. Meanwhile, by implementing the course, the researcher is able to observe and reflect on teaching and learners’ learning process. An action research is adopted to do the study. The subjects are 27 seventh grade students. The duration of the course is sixteen weeks. The researcher played roles of a curriculum designer, a teacher and an observer. The study tools include data collection and “Adolescent Career Development Inventory”. Data collections include classroom observation records, teacher’s teaching journal, students’ interview data, students’ works analysis, and peer teachers’ feedback data. The findings show that, firstly, hand-painted and digital Mind Mapping both complement each other. Secondly, "Mind Mapping Assessment Scale" is helpful for students to learn to hand-painted mind maps initial. Third, academic achievement and performance in a mind map to explore the performance of his career without a clear correlation. Fourth, the career exploration course helps to improve of student life career cognition and faith. Fifth, the course helps teachers have a better understanding of students' backgrounds and promote professional growth of teachers. Finally, based on findings, and some suggestions for digital Mind Mapping for Life Career Exploration of junior high school as well as the directions for the future research are provided. keywords: mind mapping, life career exploration, action research

碩士<br>國立嘉義大學<br>教育學系研究所<br>106<br>The purpose of this study aims to explore the effect of mind mapping for 2nd grade students’ reading teaching. Researchers expect to understand the change process of students’ language learning, taking the mind mapping as learning tool to lead the students selecting key words and following the principle of mind mapping to recall and paraphrasing content after the mandarin literatures course. This sample of the seven students had been a 2nd grade class tough by author. Here is an action research which collect the information from class observation record, teaching notes, videos, interviews and students mind mapping works to do further qualitative analysis and discussion, explain the research issues, implementation of difficulties and response strategies. To sum up the data analysis, the finding are: 1. Mind mapping is helpful for students reading instruction. 1-1. Students text book keyword selection skill is progress. 1-2.Most students can complete mind mapping with center image, branch, keywords and color skills. 1-3.Students can use the mind mapping to restate the summary of the text. 2. Mind mapping can enhance students’ confidence and accomplishment. 3. The process of learning mind mapping can enhance the friendship. 4. Students strive for writing mind mapping during class learning opportunities. To conclude this action research, utilizing mind mapping in reading instruction is helpful to enhance the 2nd grade students’ language learning. Can be used as a reference for further research. Key words: mind mapping; reading instruction; action research

碩士<br>大葉大學<br>工學院碩士在職專班<br>99<br>This research is based on Tony Buzan’s theory of Mind maps to design a set of steps and principles based on mind map and incorporate it into the curriculum of multiplication table in math area, thus produce math Mind maps lesson plans for math class that are adequate to the second grade students. This research uses a quasi-experimental design, which means the designation of experiment process methods to the experiment units (the students) is not random. The subjects are from the second grade students of one elementary school, with class as a unit. A total of 50 students from two classes are selected as the experiment group. Another 2 classes, which consist of 44 students, in another school in the same area are selected as the control group. The experimental group use math Mind maps lesson plans whereas the control group use conventional lecture lesson plans. Teaching content consists of three stages: guiding, practice and application. From the understanding of problems of Mind maps methods and learning process of students, this research offers suggestion for improvement and reflection for using Mind Mapping method in second grade classes. Below are key findings acquired from this research: 1.From both mathematic and application problem solving test result, Mind Mapping and conventional teaching method does not demonstrate a statistical significant difference in learning efficiency. However, in terms of average score, the experiment group obviously is better than the control group. Thus we know though Mind maps method does not have statistically significant efficiency in learning, but actually it still has a greater effect. 2.There is significant correlation between Calculation Problems score and Application questions score.

碩士<br>大葉大學<br>工學院碩士在職專班<br>99<br>Language proficiency is one of the main focuses in education in our nation. In the meantime, new curriculum also stresses the importance of the role of creation in elementary school education. If teachers can design more adequate pedagogy dependent on children’s individual difference to equip them with the abilities that stay with themselves into the future, this will help with children’s learning. Guiding students is the inevitable trend in pedagogy for future teachers. The aim of this research is to investigate the differences observed in the second grade students who learn by the use of Mind Mapping and those who learn under traditional teaching pedagogy. To fulfill this aim, this research review previous literature and is primarily base itself on Mind Mapping theory of Tony Buzan. Subjects are from the second grade students in elementary school. This research is a quasi-experimental design. A total of 160 students are selected from four countryside school classes, four city school classes and those are classified into two groups. The experimental group use Mind Mapping lesson plans and control group use traditional lecture-style lesson plans. From the results of data analysis, we found that the use of Mind Mapping seems to improve student language proficiency learning to a better level. Based on the results, this research hereby recommends the Mind Mapping as a teaching pedagogy to the education administration.

碩士<br>國立臺北教育大學<br>兒童英語教育學系碩士班<br>102<br>Abstract The purpose of the study is to compare the effects of applying cloud mind map concept－popplet on reading comprehension of English picture book for 5th grade students. A quasi-experimental was designed to compare the differences of eighty fifth grade students from three classes. The picture book “Seven Blind Mice” was introduced to these three classes for four weeks, and then continued with a four-week of cloud mind mapping concept application-popplet activities implemented to the experimental group one while the traditional hand drawing mind mapping activites to the experiental group two; none of the mind mapping activities was implemented to the control group. The instruction lasted eight weeks, one period each week. All groups took pretest, posttest, and the delayed posttest to exam their words and sentence recognition, and the story reading comprehension retention respectively. A paired sample t-test and One-way ANOVA were applied to analyze the results of within-group and between group comparisons. The research shown no significant difference existed in implementing the cloud mind mapping concept application－popplet on words and sentence recognition, as well as the story reading comprehension retention/reserved efficiency. The researcher also, based on the research result, provides a handful of suggestions and references to the cloud computing and mind mapping teaching in elementary schools and future research activities.

碩士<br>佛光大學<br>未來與樂活產業學系<br>106<br>With the rapid change of knowledge-based economy and the revolution of education system, the seducement of the external environment and sensual stimulus decrease students’ learning interest and concentration. Thus, most teachers recently adopt diverse teaching methods to enhance the students’ learning motivation and performance. This study aims to investigate the effect of application of Mind Mapping method on the Introduction to Business on vocational high school students’ learning motivation and performance. To we also investigate the students’ learning feeling of Mind Mapping teaching method by Teaching Feedback Questionnaire, offer a reference for teachers who take Mnd Mpping method on Introduction to Business. The quasi-experimental design is taken in this study. We divide all samples into experiment group and control group, and the “Mind Mapping on Introduction to Business course” is taken as the treatment. The Introduction to Business learning motivation scale and test are measured by all students on the pre-test, then the experiment group is treated by the Mind Mapping course for 12 weeks, but the control group is taught by the traditional expositive method. After the 12-weeks treatment, the post-test will be taken in both groups. Besides, we simultaneously interview subjects by the feedback questionnaire to evaluate the identity and feeling of Mind Mapping teaching course. The main results of this study are as follow: First of all, the application of Mind Mapping on Introduction to Business can increase more learning motivation in experiment group than control group. Then, the application of mind mapping on Introduction to Business significantly increases more learning motivation in experiment group on the post-test than on pre-test. Third, the application of Mind Mapping on Introduction to Business can increase more learning performance in experiment group than control group. Fourth, the application of Mind Mapping on business significantly increases more learning performance on post-test than on pre-test. At last, according to the results of Teaching Feedback Questionnaires, students have positive opinions on applying Mind Mapping on Introduction to Business course, and are willing to learn by it. Based on our results, teachers can take more application of Mind Mapping teaching method on Introduction to Business course to strengthen the students’ comprehension on course’s content and structure, and enhance their motivation and performance.This method can be contributive on modern business environment and acquisition of professional knowledge.

碩士<br>臺北市立大學<br>歷史與地理學系社會科教學碩士學位班<br>105<br>In the research titled “Action research on the application of mind mapping to local culture teaching activity”, the researcher teaches with self-compiled local culture materials and instructs the students to apply mind mapping to induce and organize lesson contents. The instruction is practiced on a G4 class. The data collected from the school history room of Da-Feng Elementary School, the library, and Xindian Culture and History Exhibition are organized as the teaching materials. The course is practiced for 18 sessions, including two categories of “warm-up course” and “formal course”. Two sessions of “warm-up course” aim to have the students acquaint mind mapping, which is then applied to local culture teaching activity in 16 sessions of “formal course”. After each local culture teaching activity, the students, in groups, mind map with cooperative discussions. Local culture teaching activity in “formal course” contains (1)Knowing my school – Da-Feng, (2)Knowing Xindian – Nature, (3)Knowing Xindian – Humanities, and (4)Integration – Homeland reconnaissance. Mind mapping, pretest/posttest questionnaire, researchers’ reflection records, peer teachers’ teaching observation records, and learning checklists are utilized in this study for understanding the students’ learning situations and evaluating the improvement of the instruction. The research conclusion is summarized as below. (1) Local Xindian culture teaching activity is the students’ favorable course, in which “Knowing the school” receives the best interests from the students. In the learning checklist of “local Xindian culture teaching activity”, 67% students reveal the preference for the course of learning and knowing Xindian. Up to 52% students enjoy the first topic, “Knowing my school –Da-Feng”, among three topics in the local culture teaching activity. (2) The students need reinforce mind mapping, key word acquisition, and concept stratification. (3) The application of mind mapping could help learning and enhance learning outcome. In the learning checklist of “local Xindian culture teaching activity”, 78% students consider that they could easily comprehend the course content according to mind mapping. In the promotion of mind mapping, the students could orderly make presentation through the drawn stratified mind maps, under the contexts of main concept and sub concept. Key words: mind mapping, local culture teaching activity, action research

碩士<br>南華大學<br>國際暨大陸事務學系亞太研究碩士班<br>101<br>This study aims to investigate the effects of the mind mapping strategy on sixth graders’ writing performance. By employing a new construct in applying an innovative way to the experimental courses, this strategy helps students overcome their panic disorder on writing, and assists teachers in finding a method to follow without hesitation for their writing instruction. 　 　　The target group is 113 sixth graders, who studied in central Taiwan, joined the study plan for one semester. The research findings are as follows: I. Mind mapping method arouses student’s learning interest. II. Mind mapping method enhances student’s different thinking, ideas and word choice. III. Mind mapping method promotes creative thinking. IV. Mind mapping method provides opportunities for reflecting and monitoring. V. Mind mapping method help student grasp critical points and strengthen sentence structure. 　 　　To sum up, using mind mapping in writing helps students promote their linguistic creativity, writing performance, positive writing attitude and writing process. Hence, this study shows that applying mind mapping to the writing class is generally positive for both teachers and students.

碩士<br>國立臺灣藝術大學<br>圖文傳播藝術學系<br>101<br>Who won the world's richest man for 18 years, Mr. Microsoft CEO Bill Gates once said: with the right knowledge management approach with tools that they can help us to quickly respond to changing 21st century. However, to have the knowledge management capabilities, with an effective learning tool is necessary. This study of a new century brain thinking and knowledge management tools "Mind mapping" to application in graphic communications course combines with environmental awareness on environmental education materials designed as a systematic tool. In this study, the brain through a 21st century thinking and knowledge management tools "mind mapping", used in the graphic communications program combines international environmental education environmentally conscious materials green design research. Research aim is to use mind mapping to design a systematic teaching graphic communications courses will combine environmental education materials design theory into a single curriculum way analysis of Graphic Communication modular core course "Introduction to Graphic Communications" combines environmental education textbook design, research to semi-structured interviews, analysis on mind mapping, educational psychology, printing and graphic communications of six environmental education specialist expert opinions and suggestions, with the environmental education curriculum content and graphic communications status, the use of mental CLC will design a systematic teaching graphic Communications program combines environmental education curriculum theory. Finally the research conclusion: systematic teaching architecture should be designed at the macro and micro systems areas, to maintain a large mind maps extends under the next framework with the details, see also the visibility tree forest; This research materials to input, processing, output three major structures, problem-solving oriented processes through five treatment for: personnel, equipment, materials, resources, and ways of doing sub-categories to produce a textbook demonstration of mind Mapping mind Mapping and propose innovative teaching materials and traditional points of difference, the text of materials into a clear and easily rendered image of mind Mapping type, will help improve the learning interest and efficiency review, studies suggest that the future of Graphic Communication Education curriculum combines environmental education teaching materials. The suggestions help organizational curriculum, adult environmental literacy and develop sustainable competition.