The Impact of Mind Mapping Integrated Into Nanotechnology Teaching on Learning Achievements and Learning Attitudes of Fourth Graders

• Main Authors: Lin, Pin-Chen, 林品辰
• Other Authors: 羅義興
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/57411183056134569998

碩士 === 臺北市立大學 === 應用物理暨化學系自然科學教學碩士學位班 === 104 === The goals of this study were to probe the influence of mind mapping as a teaching strategy on the learning achievements and the learning attitudes of 4th-graders in nanotechnology courses. This study was a quasi-experimental method. Subjects of this study were in two homogeneous classes of a public elementary school in Taipei. There were 25 students in the Experimental Group (EG) who were taught by using Mind Mapping Techniques (MMT) and 25 students in the Control Group (CG) who were taught by using Traditional Teaching Techniques (TTT) for three weeks. Every week, 3 classes were taught for a total of 9 classes in this experiment. A pre-test called "Nanotechnology Concepts Assessment (NCA)" was conducted one week before the experiment. After a week of teaching activities, a post-test of NCA and a test called "Nanotechnology Learning Attitude Scale (NLAS)" were conducted. A delay-test NCA was conducted one month after the experiment. The quantitative data was analyzed using descriptive statistics, analysis of covariance (ANCOVA) and independent sample t-test (ISTT). "MMT Feedback Forms (MMTFF)" which were collected from EG students, reflections of the instructor and recommendations by the teaching observer were collected for qualitative analysis. The results of this study were as follows: (1) ANCOVA of data from two groups’ pre-test, post-test and delay-test of NCA showed that there were no significant differences in the learning achievements of EG and CG students to learn nanotechnology but there were significant differences ( F = 7.400，p = .009 < .01) in the retention of learning achievements of EG and CG students to learn nanotechnology. (2) ISTT of data from two groups’ NLAS showed that there were significant differences ( t = 2.038，p = .047 < .05 ) in the learning attitudes of EG and CG students towards nanotechnology. (3) ANCOVA of data from EG’s pre-test and post-test of NCA showed that there were significant differences (F = 3.487，p = .049 < .05) in the learning achievements in nanotechnology between top-level and middle-level students. (4) Qualitative analysis of EG’s MMTFF showed 80% of students in EG held positive attitudes towards nanotechnology, and that they accepted MMT in nanotechnology courses.. According to the results, there were four conclusions: (1)Both MMT and TTT could elevate the learning achievements of students to learn nanotechnology. However, MMT could elevate the retention of learning achievements more than TTT. (2)The learning attitudes towards nanotechnology of students in MMT were more positive than TTT. (3)MMT could elevate the learning achievements of top-level, middle-level and low-level students to learn nanotechnology, and MMT could elevate the top-level students’ learning achievements more than middle-level students’learning achievements. (4) Most of the EG students thought after drawing the mind maps, that they enhanced their ability to observe, memorize, classify and understand the learning material. In their feedback of MMT, the EG students particularly liked the emphasis on organization, and they felt that the learning material made a deep impression on them. The study suggests that: (1) Nanotechnology lesson plans shall add current events, and relevance of the learning material to the students’ lives. Teachers shall be guide students to recognize the importance of nanotechnology and its implications. (2) Elementary school teachers shall use MMT for groups of students to emphasize cooperative learning and shall also give positive encouragements to further motivate students. The students shall clip pictures from magazines and newspapers instead of drawing pictures by hand. (3) For the future, the study recommends: Expanding the scope of the study’s subjects, using different organizational charts when teaching to probe the influence on learning achievements and learning attitudes, and implementing the delay-test one month after the end of the course to probe the retention of learning achievements.