Teacher Readiness in Teaching and Learning History Process through i-Think Mind Maps (original) (raw)

Applying Mind Map in Teaching History in Primary Schools – Case Study of Dak Lak Province, Vietnam

2021

This article discusses the role and meaning of the application mind map in teaching history in primary schools in Vietnam. In doing so, this paper studies requirements, designing process and then proposes satisfactory methods to apply mind map in teaching history suitably in Vietnamese education environment. By doing so, the research partly improves the quality and effectiveness of historical lessons in primary schools (class 4 and 5) in to obtain a higher aim of developing students’ abilities. In this paper, the author applies mixed researching methods including analyzing data, pedagogical viewing, surveying, and pedagogical experiment and then evaluating educational experience. The research’s results support previous studies about the role and effectiveness of using mind map in teaching in general and in teaching history in particular. The author also suggests that in to promote the success of mind map in education, teachers need to mix several teaching methods and technics.

Opinions of the Primary School Teacher Candidates Toward Mind Mapping

The pre-service primary school teachers' views on mind mapping technique were tried to be determined. An interviewing method within the framework of qualitative research was used, which was based on phenomenological research design in this paper. Research was carried out amongst a working group consisting of 4 th grade prospective teachers who studied in the academic year of 2013-2014 at Ondokuz Mayis University Faculty of Education Department of Primary School Teaching. Participants consist of 11 female and 9 male teachers, including a total of 20 prospective teachers. According to the results, it was determined that the pre-service teachers did not have any knowledge about mind mapping technique. However, they wanted to use this technique in their professional life. They also said that they enjoyed making mind maps and found these maps useful. It was observed that there were some difficult parts of mind mapping such as painting, finding keywords and branching.

USE OF COLLABORATIVE WEB BASED MIND MAPPING TOOLS BY TRAINEE TEACHERS IN MAURITIUS

This paper describes the use of collaborative web based mind mapping tools by trainee teachers attending full-time course in a Mauritian Teacher training institution. Mind maps have been used widely in education and lot of research already exists about its use as a teaching and learning tool. Now with the advent of web-based mind mapping tools it has become possible to build mind maps collaboratively. This study explores how trainee teachers engage in reflection when collaborating online to build mind maps. Data for this case study was obtained through online questionnaire, analysis of mind maps, and semi-structured interviews of 16 participants, following pre-service teacher training courses. Analysis of the data was carried out using a web-based qualitative data analysis tool. The results show that collaborative we based mind maps allow trainee teachers to engage in reflection, generate and share ideas. Trainee teachers are also more enthusiastic to use mind maps than written reports as they found it less time consuming, easier to present information, easier to understand, and allows easier flow of ideas

History Teacher Readiness in Applying Historical Thinking Skills in Secondary School

Yupa: Historical Studies Journal, 2017

This article aims to study on the readiness of history teachers to inculcate historical thinking skills among students. This study focused on four aspects which includes 1) Procedural Knowledge, and 2) Pedagogical Knowledge. Thus, to achieve the purpose of the study, quantitative methods are used. Questionnaires were distributed to 30 history teachers in a secondary school in Batu Pahat district. The results showed that there were no significant differences between teachers who were trained to teach History and those who are not. However, there was a significant difference between teachers with ten years of teaching experience with the readiness of history teachers.

HISTORY TEACHER READINESS IN APPLYING THE HISTORICAL THINKING SKILLS IN SECONDARY SCHOOL

YUPA: Historical Studies Journal, 2017

This article aims to study on the readiness of history teachers to inculcate historical thinking skills among students. This study focused on four aspects which includes 1) Prosedural Knowledge, 2) Pedagogical Knowledge. Thus, to achieve the purpose of study, quantitative methods are used. Questionnaires were distributed to 30 history teachers in secondary school in Batu Pahat district. The results showed that there was no significant differences between teachers who were trained to teach History and those who are not. However, there was a significant difference between teachers with ten years of teaching experience with the readiness of history teachers.

The Use of I -Think Maps to Increase Mastery of Facts in History Education

2019

Today, we often hear approaches used by history teachers over traditional versions of chalk and talk. The use of I-Think thinking maps in teaching and learning in the classroom will provide students with a new experience in learning history. Accordingly, the government through the Malaysian Innovation Agency (AIM) in collaboration with the Ministry of Education Malaysia (KPM) has introduced the i-THINK Program. In schools throughout Malaysia with the aim of enhancing and cultivating thinking and teaching skills in order to produce creative-minded students. Teachers have been exposed to the I-THINK program through courses organized by the MOE and the school. The discussion of this research paper focuses on definitions, theories, literature, problems. In turn, this paper also discusses the suggestion that the use of I-Think maps can enhance student interest in history. The explanations in this concept paper is intended to expose many parties to the importance of applying I-Think think...

Prospective English Teachers’ Knowledge on Mind Mapping

Journal of Educational and Social Research, 2022

The purpose of this research was investigating prospective English teachers’ knowledge on mind mapping by using a questionnaire. There were 142 respondents from various semesters of their study in English Department, Faculty of Teacher Training and Education, in three cities in Indonesia, i.e., Medan, Sidoarjo, and Poso. The questionnaire consisted of 7 items of close and open-ended questions that asked about the prospective English teachers’ knowledge on mind mapping and its usage. Questionnaire was analyzed using descriptive quantitative research method. Result showed that almost 50% of the prospective English teachers have known about mind mapping. This bases result can be suggested to extend by analyzing its usage in another skills of English learned by these prospective teachers. Received: 31 October 2021 / Accepted: 24 December 2021 / Published: 5 March 2022

Effectiveness of Teaching through Mind Mapping Technique

This Present research through mind mapping techniques has been done to check the effectiveness of teaching. For this the researcher has used Tony buzan's mind mapping technique to check the effectiveness of teaching through mind mapping. This is why the main purpose of the research-the effectiveness of mind mapping technique was checked in relation to the student's academic accomplishments and for which class-8th Social Science Subject's case study for mind mapping was designed. Under this study the teaching method was taken as Independent variable where as academic accomplishment is taken as dependable variable and Gender was taken as Converter Variable. This research was experimental in nature as to check the effectiveness of the Mind Mapping technique two groups has been created. The experimental group was taught through mind mapping technique and the control group was taught through traditional method. As a sample the researcher had selected the sample of 120 students of Prerna School, a Guajarati medium High-elementary school situated in Sector-6 of Gandhinagar, Gujarat. To check the effectiveness of the mind mapping technique case criteria was formulated. Conclusions were made after getting the T-ratio based upon the average score of the test case, standard deviation and standard error of the average score and the aspect of mind mapping technique were known by the questionnaires filled and it was found that the Mind Mapping technique was more effective than Traditional method. Today is the era of modern age. The whole world is on the way of progress. The basis of the country's development and advancement depends on educational system and techniques. To go step by step with the changing times education system will also need to be improved. It is not necessary that the education will be given in the same way it was given earlier. Making improvement in the education system and using new techniques is the need of the hour. New techniques can be implemented into the teaching system which suggests the need of the hour.

Junior High School Teachers’ Perception of the Use of Digital Mind Maps

Foremost Journal

In support of developing 21st-century skills, this research aims to investigate Junior High School teachers' perceptions of the use of digital mind maps in learning English subjects. A questionnaire adapted from the Sabbah (2015) and Faste & Lin (2012) models was used to find out the teachers’ perception of (a) the use of digital mind map software, and (b) the use of digital mind maps in English learning. Interviews were also done afterward to confirm the questionnaire results. It was found that most respondents believed that digital mind maps were more practical to do, enable work to finish faster and give room for creativity. Mind maps can be used for any topics, genres, skills, and language focus, though mind maps for listening need more exploration. It is suggested that further research involving more respondents in more specific limitations is conducted.