Effectiveness of Mind Mapping for Learning in a Real Educational Setting

Autor/inn/en	Gavens, Nathalie; Doignon-Camus, Nadège; Chaillou, Anne-Clémence; Zeitler, Alexandre; Popa-Roch, Maria
Titel	Effectiveness of Mind Mapping for Learning in a Real Educational Setting
Quelle	In: Journal of Experimental Education, 90 (2022) 1, S.46-55 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gavens, Nathalie) ORCID (Doignon-Camus, Nadège)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2020.1848765
Schlagwörter	Concept Mapping; Secondary School Students; Testing; Learning Processes; Evidence Based Practice; Learning Strategies; Foreign Countries; Instructional Effectiveness; France + Suchen Sie Ihr Suchwort? Concept Map; Sekundarschüler; Testdurchführung; Testen; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Unterrichtserfolg; Frankreich
Abstract	The purpose of the experiment reported here was to investigate whether mind mapping adds any value as a studying technique to that of testing. We compared the effects of mind mapping on acquisition on graders (N = 68) in a secondary school in two separate consecutive periods of learning called series. In series 1, half the students used mind mapping plus testing to learn the content of the course, and other half used testing alone. In series 2, the organization was reversed, in a repeated measure design. The results revealed that students' performances improved during the two series, but that they did not progress more when they used mind mapping. These results indicate that the popularity of mind mapping in learning practices does not reflect its effectiveness. We discuss our results in relation with the need for teaching practices to be based on theories of evidence-based education rather than on intuition only. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01