Implementing learning styles in mind mapping to improve elementary school students’ Social Sciences report writing: An action research study

• Main Authors: Lin Hsin-hui, 林欣慧
• Other Authors: 田耐青
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/16568088099754863439

碩士 === 國立臺北教育大學 === 國民教育學系碩士班 === 95 === Abstract The purpose of this action research study was to improve fourth graders’ Social Sciences report writing through learning styles mind map. The researcher, a fourth grade homeroom teacher, attempted to achieve the following goals: 1. To develope instructional activities on learning styles mind mapping aimed at improving fourth graders’ Social Sciences report writing. 2. To investigate students’ report writing improvement after the implementation of the above mentioned instructional activities. 3. To understand students’ degree of satisfaction with the above mentioned instructional activities and students’ appraisal of learning styles mind map. Both quantitative and qualitative data were collected. The three tools used to collect quantitative data were: “ Questionnaire of Students’ degree of satisfaction with the instructional activities“, “Questionnaire of students’ appraisal of learning styles mind map” and “ report writing grading rubric”. The researcher also collected and analyzed qualitative data such as tracher’s reflection journals, students’ documents and interview records. The results were summarized as follows. 1. The Systematic Approach Model was adopted to develope instructional activities. 2. 97％ of student’ Social Sciences report writing revealed the expansion of structures. The posttest scored significantly higher than the pretest. (p=. 000). 3. 80% of students were satisfied with the instructional activities and appraised positively the learning styles mind map. Based upon the above results, the researcher proposed several recommendations to teachers and future researchers.