The effect of using mind maps on the development of maths and science skills

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Published Mar 30, 2017
DOI: https://doi.org/10.18844/cjes.v12i1.1201

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Ozgul Polat
Department of Primary Education, Ataturk Faculty of Education, Marmara University
Ezgi Aksin Yavuz
Trakya University, Ataturk Faculty of Education, Department of Preschool Education
Ayse Betul Ozkarabak Tunc
Sehit Salih Aliskan Primary School

Abstract

The aim of this study is to examine the effect of mind mapping activities on the maths and science skills of children 48 to 60 months of age. The study was designed using an experimental model with a pre-test post-test and a control group. Accordingly, the hypotheses of the study was that there would be meaningful differences in the values obtained from the pre-test and post-test scores in favor of the children working with mind maps compared to the ones who did not work with mind maps. In the examination of the development of mind maps, it was observed that as the children engaged in preparing mind maps, they used skills requiring high-level mind organization. Mind maps, which can be used in all areas of life, are believed to be supportive of children's development areas and to be an important strategy for children to adopt and experience during the time of childhood. Keywords: mind maps, maths skills, science skills

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How to Cite
POLAT, Ozgul; AKSIN YAVUZ, Ezgi; OZKARABAK TUNC, Ayse Betul. The effect of using mind maps on the development of maths and science skills. Cypriot Journal of Educational Sciences, [S.l.], v. 12, n. 1, p. 32-45, mar. 2017. ISSN 1305-905X. Available at: <http://sproc.org/ojs/index.php/cjes/article/view/6.>. Date accessed: 02 dec. 2017. doi: https://doi.org/10.18844/cjes.v12i1.1201.
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Issue
Vol 12 No 1 (2017): March
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Articles
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