Integrate the Digital Mindmapping into Teaching and Learning Psychology
Nong Khanh Bang, Pham Anh Tuan & Tran Nu Mai Thy VVOB Vietnam
Introduction & Literature Review – Characteristics of Psychology – Concept Mapping and Mindmapping – ICT movement in Vietnam – Research questions Methods Findings – Mindmapping and student learning achievement – Student perception on Mindmapping Discussion and conclusion References
Psychology – “scientific study of mind and behaviours” (Statt, 1998, p.110)
Teaching psychology in Teacher Training Institutes in Vietnam – Theories on cognitive development – Application in material development, teaching methods and teaching practice
PRESSURE theoretical
abstract
difficult to understand
Collaborative learning Problem-solving
Critical thinking Transformative learning
Tony Buzan
Mind map
Added value of Digital Mindmapping from Teachers
ICT movement in Vietnam – Master Plan on ICT in education for 2001-2005 – 2008: Year of ICT
– Reasonably implement ICT in different subjects
VVOB – ICT intergration in Teacher Institutes in Vietnam – Result areas: • Raise awareness • Capacity building (basic skills, ICT4ATL, ICT4SS) • Learning material • Learning development
Research questions Does the use of digital mind mapping make more significant difference on students’ academic achievement in learning Psychology?
Does the use of mind mapping positively change student’s attitudes toward the Psychology classes conducted?
Methods Groups
Pre-test Activities
Post-test
Experimental group 01 (E)
Teaching and learning 04 with support of computerbased mind mapping
Control group 1 (E1) 02
Teaching and learning 05 conventionally without support of mindmapping
Control group 2 (E2) 03
Teaching and learning 06 with support of paperbased mindmapping
Process A complete mindmap
Findings- Research question 1 Instruments
Experimental Group (E)
Control Group 1 (E1)
Control Group 2 (E2)
Mean
SD
Mean
SD
Mean
SD
Pre-test
6,4
1,1
6,2
1,4
6,1
1,4
Post-test
7,9
0,9
6,9
1,0
7,5
0,97
Mean comparison 8 7.5 7 6.5 6 1 Control group E1
Control group E2
Experimental group E
Findings- Research question 2 Mindmapping helps – brainstorm and categorize ideas – understand the concepts – and work with peers
Digital mindmapping helps – categorize, group ideas more easily
Students in experimental group use mindmaps in the other subjects Students in experimental group show difficulties in adopting digital mindmap functions at the starting stage
Conclusion and discussion Digital mindmapping – – – – –
Fosters learn how to learn Supports formative assessment Original board of knowledge can be later used More convenient Demonstrates the connections between concepts/ideas
subject
age
Digital mindmapping readiness ICT infrastructure
pedagogy
learning style learning activity
Way forward…
DIGITAL MINDMAPPING & SUSTAINABILITY
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