scholarly journals MAPY MYŚLI JAKO NARZĘDZIE BADANIA REPREZENTACJI SPOŁECZNYCH WIELOJĘZYCZNOŚCI – PRZYPADEK PRZYSZŁYCH NAUCZYCIELI JĘZYKA FRANCUSKIEGO

Neofilolog ◽  
2018 ◽  
pp. 187-203 ◽  
Author(s):  
Krystyna Szymankiewicz ◽  
Radosław Kucharczyk
Keyword(s):  
Social Representations ◽  
Teaching Profession ◽  
Further Education ◽  
French Language ◽  
Foreign Languages ◽  
Mind Mapping ◽  
Beliefs And Values ◽  
Theoretical Assumptions ◽  
Learning Technique ◽  
Mind Maps

Mind mapping is primarily a learning technique based on creating pictorial notes (Buzan 2003). In the present article, mind maps were used as a tool for the study of social representations, so as to investigate a broad spectrum of ideas, beliefs, and values related to multilingualism. The study involved a group of French Philology students training to become teachers of the French language, and its aim was to determine the extent to which their initial representations of multilingualism were consistent with the theoretical assumptions of the Council of Europe’s language policy. This policy encourages teachers of foreign languages to develop multilingual competence among students. The analysis of mind maps and the transcription of the group interview leads to the conclusion that the respondents show some areas of ignorance and stereotypical beliefs that should be reflected upon in the course of their further education preparing them to the teaching profession.

scholarly journals Using Mind Maps to motivate the digital generation of students to learn foreign languages

2021 ◽  
Vol 273 ◽  
pp. 12146
Author(s):  
Irina Odaryuk
Keyword(s):  
Scientific Information ◽  
Educational Process ◽  
Foreign Languages ◽  
Mind Mapping ◽  
Technology In Teaching ◽  
Mapping Technology ◽  
Methods Of Learning ◽  
Mind Maps ◽  
High Level ◽  
First Time

The purpose of this research is to study the possibilities of using mind-mapping technology in modern conditions of digital transformation of the educational process to develop students’ motivation to learn foreign languages. The research methods are the method of static description of the material, analysis, comparison and generalization of scientific information, and experiment. As a result, it was proved that the use of this technology in teaching foreign languages facilitates memorization of lexical material, promotes the development of speech skills, and makes the learning process exciting. It was found that in the course of creation of Mind Maps, students with a high level of digital skills are more successful in overcoming the language barrier, striving to expand the semantic components of Mind Maps. The scientific novelty lies in the fact that for the first time the students’ preferences on the choice of methods of learning foreign languages were studied. To pioneer the use of the method, the study was carried out on special German texts, which were studied by the students by means of two methods (traditional and mind-mapping technology).

scholarly journals Mind Maps: Useful Schematic Tool For Organizing And Integrating Concepts Of Complex Patient Care In The Clinic And Classroom

2009 ◽  
Vol 6 (2) ◽  
Author(s):  
Genevieve Pinto Zipp ◽  
Cathy Maher ◽  
Anthony V. D'Antoni
Keyword(s):  
Graduate Students ◽  
Teaching Strategy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Goals ◽  
Mind Mapping ◽  
Complex Patient ◽  
Learning Technique ◽  
Mind Maps ◽  
The Mind

Academicians are always trying to answer the question, “What is the most effective way to teach?” Finding the answer to this question is no easy task but recognizing that each teachable moment must be shaped based upon the learner, task, and the environment enable the academician to consider viable teaching strategies that would promote the learning goals. The purposes of this paper are first, to describe one teaching strategy “Mind Mapping Learning Technique (MMLT)”; second, to provide an understanding of how the MMLT is used to promote critical thinking skills in graduate students; and finally, to assess students perceptions regarding the use of the mind mapping learning technique as a tool to enable them to better organize, prioritize, and integrate material presented in a course.

The involvement of neuro-linguistics and mind mapping in the development of a holistic perception of language education

2018 ◽  
Vol 6 (2) ◽  
pp. 116-125
Author(s):  
Gabriela Petrová ◽  
Nina Kozárová
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Language Education ◽  
Linguistic Knowledge ◽  
Mind Mapping ◽  
Repetitive Process ◽  
Holistic Perception ◽  
Mind Maps

Abstract The majority of people who have experienced institutionalized education have found it extremely laborious, slow and a necessarily repetitive process. The authors of this paper focus on and present possibilities for making the teaching of a foreign language more effective through mind mapping: the implementation of neuro-linguistic knowledge and mind maps into the learning process.

Change to the Demands Made of the Teaching Profession and the Ambiguity of New Concepts

2012 ◽  
Vol 2 (1) ◽  
pp. 7-18
Author(s):  
Jana Kohnová
Keyword(s):  
Teaching Profession ◽  
Further Education ◽  
Career Progression ◽  
Quality Of Education ◽  
Ministry Of Education ◽  
The Czech Republic ◽  
New Concepts ◽  
Educational Programmes ◽  
A Current

This paper is concerned with concepts such as quality of education, evaluation of the standard of the work of the teacher and comparison of educational results. It points to the importance of standards and the difficulties involved in their implementation. It also discusses the concept of competence and its relevance to framework educational programmes and the further education of teachers. The paper also focuses on a number of trends in education that are less widely discussed: instability — permanent change, reduction of education, emphasis on topicality and practical applicability, underestimation of the system, etc. The final part of the paper presents a current project from the Ministry of Education, Youth and Sport of the Czech Republic — a proposal for career progression.

Development of an Integrated Approach to Virtual Mind-Mapping: Methodology and Applied Experiences to Enhance Qualitative Health Research

2021 ◽  
pp. 104973232110581
Author(s):  
Shahmir H. Ali ◽  
Alexis A. Merdjanoff ◽  
Niyati Parekh ◽  
Ralph J. DiClemente
Keyword(s):  
Data Collection ◽  
Eating Behaviors ◽  
Integrated Approach ◽  
Mind Mapping ◽  
Qualitative Health Research ◽  
Data Collection And Analysis ◽  
New Ideas ◽  
Visual Learners ◽  
Mind Maps ◽  
The Mind

There is a growing need to better capture comprehensive, nuanced, and multi-faceted qualitative data while also better engaging with participants in data collection, especially in virtual environments. This study describes the development of a novel 3-step approach to virtual mind-mapping that involves (1) ranked free-listing, (2) respondent-driven mind-mapping, and (3) interviewing to enhance both data collection and analysis of complex health behaviors. The method was employed in 32 virtual interviews as part of a study on eating behaviors among second-generation South Asian Americans. Participants noted the mind-mapping experience to be (1) helpful for visual learners, (2) helpful in elucidating new ideas and to structure thoughts, as well as (3) novel and interesting. They also noted some suggestions that included improving interpretability of visual data and avoiding repetition of certain discussion points. Data collection revealed the adaptability of the method, and the power of mind-maps to guide targeted, comprehensive discussions with participants.

scholarly journals Mind mapping as a tool of teaching English vocabulary at transport university

2021 ◽  
Vol 295 ◽  
pp. 05021
Author(s):  
Oksana Marunevich ◽  
Elmira Shefieva ◽  
Olga Bessarabova
Keyword(s):  
Educational Process ◽  
Control Group ◽  
Teaching English ◽  
Mind Mapping ◽  
New Words ◽  
The Core ◽  
Mind Maps ◽  
The Given ◽  
Core Problem ◽  
Experimental Group

The core problem of teaching English as a second language at transport university is students’ poor knowledge of vocabulary. Current solutions to the given problem such as providing word explanations and repetitive practices are ineffective. We strongly believe that the mindmapping technique proposed by Tony Buzan as a note-taking method is a novel, yet an extremely potent tool that aids students in enlarging their professional word stock by associating new vocabulary to their existing knowledge using colors, images, symbols, etc. As might have been expected, the findings of our study point towards the idea that the strong visual appeal of mind maps created by easy-to-use software boosted the educational process and helped students of the experimental group memorize more new words in contrast to students of the control group.

scholarly journals PENGGUNAAN STRATEGI MIND MAPPING DALAM PEMBELAJARAN KOSAKATA BAHASA ARAB

2021 ◽  
Vol 2 (1) ◽  
pp. 30-39
Author(s):  
Shofwatul Fu'adah
Keyword(s):  
High School ◽  
Data Collection ◽  
Learning Strategies ◽  
Junior High School ◽  
Arabic Language ◽  
Qualitative Approach ◽  
The Other ◽  
Mind Mapping ◽  
Mapping Strategy ◽  
Mind Maps

For muslims, Arabic language is more important than the other languages. One of the ways to understand Arabic is learn about it. Learning strategies have an important role in learning Arabic, including learning vocabulary. But, in reality Many students feel difficult to learn Arabic, especially in mastering mufradat and other materials. One of the reasons is the wrong process when studying mufradat. This paper describes the implementation of mind mapping strategy in learning Arabic vocabulary at Junior High School (SMP) Alam Banyuwangi. This study used a descriptive qualitative approach with three data collection techniques, namely observation, interviews, and documentation. The results showed that mind mapping strategy can help the teachers to solve the problem of learning Arabic, especially to improve students' mastery of Arabic vocabulary. Because mind maps use visual and sensory reminders in a pattern of related ideas. This map evokes original ideas and triggers memories easily.

Mind Mapping for Critical Thinking

2016 ◽  
pp. 2032-2055
Author(s):  
Roxanne M. O'Connell
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Mind Mapping ◽  
Group Settings ◽  
Visual Technique ◽  
New Knowledge ◽  
Creative Problem ◽  
Problem Solving Process ◽  
Mind Maps ◽  
The Brain

Mind mapping is a visual technique that exploits the way we actually think—through synaptic connections and non-linear associations. Because mind mapping gives practitioners, be they professional or student, access to subconscious observations and connections, it is a powerful thinking tool, useful in a variety of situations in business and in education. This chapter focuses on how mind mapping fosters the kind of flexible and organic thinking vital to critical thinking and the creative problem-solving process. It explains what is at work in the brain as we create new knowledge and how mind mapping exploits these processes to gain intuitive and concrete understanding in situations requiring critical thinking. A step-by-step outline of how to mind map in both individual and group settings is followed by examples of mind maps from both business and education.

Collaborative Mind-Mapping: A Study of Patterns, Strategies, and Evolution of Maps Created by Peer-Pairs

2019 ◽  
Author(s):  
Ting-Ju Chen ◽  
Ronak R. Mohanty ◽  
Miguel A. Hoffmann Rodriguez ◽  
Vinayak R. Krishnamurthy
Keyword(s):  
Computer Support ◽  
Design Practice ◽  
Mind Mapping ◽  
Ideation Methods ◽  
Collaborative Exploration ◽  
Mind Maps ◽  
The Mind ◽  
Over Time

Abstract We present a study on collaborative mind-mapping to understand how peers collaborate in pairs to create mind-maps, how the maps evolve over time, and how collaboration changes between the peer-pair across multiple maps. Mind-mapping is an important tool that is studied and taught in design practice and research respectively. While widely used as a brainstorming technique, the collaborative aspects of mind-mapping are little understood in comparison to other ideation methods such as concept sketching etc. In addition to presenting creativity ratings on the outcome (i.e. the mind-map), we extensively report on the patterns of collaborative exploration, strategies that emerge from the collaborators, inhibition, and the overall process of map creation. We discuss the implications of these observations on the development of computer-support for mind-mapping.

Sources of Conflict During the School Experience of Pre-Service Physical Education Teachers

1997 ◽  
Vol 3 (2) ◽  
pp. 116-128 ◽  
Author(s):  
Colin Hardy
Keyword(s):  
Physical Education ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Physical Education Teachers ◽  
Postgraduate Students ◽  
Beliefs And Values ◽  
School Partnership ◽  
One Year ◽  
The One ◽  
The University

The context for the present study is the one-year initial teacher education course for postgraduates specialising in physical education at the secondary level. The research focus is on the conflicts which pre service teachers experience during the school practice element of a University- School Partnership Scheme based on the new government criteria and procedures introduced in the DFE Circular No. 9/92 for England and Wales. Fifty-three postgraduate students completed report forms about their teaching concerns at the end of each week of a six-week and an eleven-week block practice, and, of the 1510 concerns reported, 257 (17.02%) were classed as conflicts. A content analysis of the 'conflict' concerns revealed four general categories of conflict, and these were related to school staff and peers, the school and university working procedures, the demands from the school and the university, and beliefs and values about the teaching profession. The paper argues that such conflicts are viewed with much apprehension by pre-service teachers because of the additional responsibilities and powers placed on school subject mentors and the more limited time available in the university to prepare for the practical activities. Therefore, it is suggested that University-School Partnership Schemes should build in arrangements that give pre service teachers the opportunity to resolve deep-seated problems by being able to approach neutral staff from either the university or the school.

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