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Similarities/Differences in the
Research Questions found in
No Methodology used in the journal. Findings in the journal. journal to The Present
main journals read.
Research You Are Doing
1 RQ1: The review on the implementation of Similarity:
Title : Penilaian Pelaksanaan Program I- this program is very encouraging… Discussing the impact and effectiveness of I-
Think: Satu Pengenalan. The students agreed that if an I-Think Think Program in the teaching and learning
Author : Muhamad Sidek Said, Phd Program regarded as the latest program
Year : 2013 thinking tools (91.38%). Previously we Method- Questionnaire is considered in my
did not find a solid and comprehensive research to identify the responses of the
tools to encourage thinking skills (aside target pupils on the usefulness of I-Think
RQ1 – Reviewing the implementation of the I- for a simple mind map). Map.
RQ1 – Does the implementation of this I-Think Think Program in the classroom.
Program impact the P & P in the Questionnaire 93.8% agree with the effectiveness of Differences:
classroom? this teaching technique as the 8 maps This journal is only questioning the
focus different types of thinking effectiveness of I-Think program in an overall
process. sense without focusing specifically on certain
subjects or teaching components.
In my research, I am planning on focusing on
RQ2: ask sample a question to find the the usage of I-Think Maps and its usefulness
RQ2 – Does the I-Think Program is a good RQ2 –Respond to the implementation of the I- power of I-Think program in the future in helping pupils identifying main points,
program to be considered in the Think Program for the future. associated with higher-order thinking supporting details and sequence of a reading
future? Questionaire (HOTS) which is a big agenda text.
contained in the Education
Development Plan 2013-2025.
91.36% respondents said that this
program will produce creative thinkers
among students in the future. Learning
elements such as responsive to think
and think-pair-share learning activity
will be very useful even in the future.
76.55% respondents stressed that all
teachers should teach using I-Think
maps.
2 Action research process is based on the ‘action Similarities:
Title : The Use of Mind Mapping to research cycle’ that was developed by Calhoun The application of Mind Mapping in teaching
Develop Writing Skills in UAE (Mills, 2007, p.25). Calhoun’s cycle consists of language skills.
Schools five phases of inquiry that includes selecting an The concept of using visual aids in learning
Author : Shamma Al Naqbi area or problem of collective interest, collecting language is commendable and practically the
Year : 2008 data, organizing data, analyzing and same.
interpreting data, and taking. It has practical Methods: I am planning on observing pupils
framework that can be easily followed and this reaction towards the use of visual aids in
cycle is very flexible. learning.
RQ1: What is the impact of the use of the mind RQ1: Interview: In this study my students’ work RQ1: While interviewing Student C’s Differences:
mapping strategy under exam was used as a basis for the informal response to the question about mind I am focusing specifically on the concept of
conditions? interview, which gave me a chance to get a maps improving her understanding: Thinking Maps, a set of specific visual aids
greater understanding of my students’ she said: Yes, I think about the topic that serve the purpose of extracting outputs
perspectives of their learning. Moreover, more and I have more ideas to write from pupils through various types of thinking
the students informally engaged in if I use mind mapping. However there skills. Official visual maps certified by MOE.
conversation about their work, which was a is an issue of timing.
good investment of time and gave me clear I implemented different strategies to While Shamma Al Naqbi researched on the
picture of students’ abilities and responses help the students overcome this development of writing skills using Mind
to the use of the mind mapping technique problem. There was a noticeable Maps, I am planning on researching the
in their writing. I analyzed the students’ transformation where students learnt advantageous of using Thinking Maps in
work by looking at how effectively their after brainstorming ideas how to be testing the pupils’ reading comprehension.
mind maps helped them in specific in choosing the best ideas to
write about.
RQ2: How effective is the mind mapping RQ2: Observation: using observation notes as RQ2: Throughout my observations I noticed
technique can help students to answer a data collection tool allowed me to obtain that the students did not have
writing tasks more effectively in their useful data about my students’ reaction problems with brainstorming ideas
coursework? onwards writing tasks under exam using the mind mapping technique
conditions, and whether they use the mind for their topic. For example, I gave
mapping technique or return to their own them a task to write about the
writing. benefits of doing sports and the
students came up with lot of
interesting and valuable ideas to
write about.
3 Title : Mind Maps : A Powerful Approach Using Mind Maps Effectively Mind Mapping is an extremely effective
to Note-Taking Use Single Words or Simple method of taking notes. Not only do Mind From this article, I could extract the
Author : Elizabeth Eyre Phrases – Many words in normal Maps show facts, they also show the fundamental function of mind maps and its
Year : 2011 writing are padding, as they ensure overall structure of a subject and the effectiveness in the method of taking notes
that facts are conveyed in the correct relative importance of individual parts of it. and extracting inputs from a reading text. The
This article discusses on the powerful effect of context, and in a format that is They help you to associate ideas, think usefulness of the mind maps as a tool to
using mind-maps in note-taking and identifying pleasant to read. creatively, and make connections that you assist pupils in summarizing the information
important points from reading texts Print Words – Joined up or indistinct might not otherwise make. they read from a text.
writing is more difficult to read.
Use Color to Separate Different Mind Maps are useful for summarizing
Ideas – This will help you to separate information, for consolidating large chunks
ideas where necessary. It also helps of information, for making connections, and
you to visualize the Mind Map for for creative problem solving.
recall. Color can help to show the
organization of the subject. To use Mind Maps effectively, make sure
Use Symbols and Images – you print your words, use different colors to
Pictures can help you to remember add visual impact, and incorporate symbols
information more effectively than and images to further spur creative
words, so, where a symbol or picture thinking.
means something to you, use it. (You
can use photo libraries like
iStockPhoto to source images
inexpensively.)
Using Cross-Linkages – Information
in one part of a Mind Map may relate
to another part. Here you can draw
lines to show the cross-linkages. This
helps you to see how one part of the
subject affects another.
4 Similarities:
Title : Mind Mapping: Scientific Research RQ1: Whole brain thinking In the research by Tony Buzan, he uses
and Studies RQ1:Observation Mind Mapping brings together your left observation method to help identify the
Author : Tony Buzan Interesting and engaging: Goodnough brain (words, logic, numbers, linearity) benefit of using visual maps in learning
Year : 2010 and Woods (2002)4 discovered that and right brain (curves, colour, process.
partakers in their study perceived Mind creativity, images, space) which Methods: I am planning to observe pupils
Mapping as a fun, interesting and dramatically increases your mind reaction towards the use of visual aids in
RQ1: How can Mind Maps facilitate the learning motivating approach to learning. Several power. By using both cortical sides learning.
process? of these participants attributed the fun simultaneously you are maximising
aspect to the opportunity to be creative your brain’s potential. The more you
when creating Mind Maps through lots of integrate left and right brain activities, Differences:
choice in colour, symbols, key words and the more the brain’s performance This journal is only questioning the
design. becomes synergetic. This means that effectiveness of visual maps in an overall
Organisation and understanding: each cortical skill enhances the sense without focusing specifically on English
Research by D’Antoni and Pinto Zipp performance of other areas so that the subject or its language components.
(2005)5 found that, from a pool of 14 brain is working at its optimum. Sperry, In my research, I am planning on focusing on
physical therapy students, 10 out of 14 R.W. (1968)59 the usage of I-Think Maps and its usefulness
agreed that the Mind Map technique Associations and connections in helping pupils identifying main points,
enabled them to better organise and Mind Maps are based on associations supporting details and sequence of a reading
integrate the material presented in their and connections. Once ideas are text.
course. displayed in Mind Map form, patterns
Concentration: A study conducted at of thought can be easily examined
Newchurch Community Primary School revealing similarities and linkages
in Warrington showed a variety of between information in different parts
improvements in pupils’ learning after of the map. By encouraging people to
Mind Mapping was introduced. Evidence link apparently different ideas and
includes improved concentration, staying concepts in this way, Mind Mapping
on task for longer periods of time, actually promotes divergent and highly
improved questioning and answering creative thinking. White, R. and
during class discussions and improved Gunstone, R. (1992).
independence. Cain (2001/2002)6.
Mind Maps also promote active learning,
foster motivation, improve confidence,
and support a diverse range of learning
styles and levels of ability – all in a fun
way!
RQ2: Is Mind Maps suitable as a teaching aid? RQ2: Using Mind Mapping for lesson planning
can help teachers or trainers identify a
logical plan or teaching route and
increases recall of the subject matter.
This can boost teaching confidence and
facilitate the smooth running of
programmes. Boyson (2009) Affirm that
Mind Mapping is a powerful cognitive tool
which can be used in a variety of ways
because of its ability to evoke associative
and non-linear thinking.Found Mind
Mapping to be a useful strategy for
introducing new concepts, providing a
whole-class focus for a large research
project, assessing learning of individuals
and offering greater choice in how people
chose to complete assignments and
projects.
5 Title: Mind Mapping: A Graphic Organizer for RQ 1&2: RQ 1&2:
the Pedagogical Toolbox The subjects of the study were 16 sixth grade Key results Similarities:
Authors: Karen Goodnough and Robin Long students with mixed academic ability. Mind The researchers found Mind Mapping to be The application of Mind Mapping in teaching.
Publication: Science Scope, Vol. 25, No. 8, pp 20-24 Mapping was used in a single unit of science a useful method for: The concept of using visual aids in learning
Date/Year: May 2002 midway through the year. The Mind Mapping • Introducing new concepts – The use of language is commendable and practically the
technique was introduced to the students coloured markers helped to enhance same.
RQ1: What are the ways that Mind Mapping initially with a background lesson on using memory as students made connections Methods: I am planning on observing pupils
can be used for the teaching and learning of symbols and then with a lesson on the specific amongst ideas and it was an activity reaction towards the use of visual aids in
middle school science? elements of Mind Mapping, which included that students generally enjoyed. The learning.
creating a Mind Map while working in groups. creation of symbols was also
RQ2: How to best use Mind Maps in the Throughout the science unit, Mind Mapping motivating to many students.
classroom? assignments were used extensively for • Providing a whole-class focus for a Differences:
teaching and learning. Once students became large research project – Using a large I am focusing specifically on the concept of
more comfortable with the technique, teacher- class-generated Mind Map as a focus Thinking Maps, a set of specific visual aids
directed use of the tool decreased and a variety for a unit of study was one of the most that serve the purpose of extracting outputs
of Mind Mapping activities were employed for successful applications of Mind from pupils through various types of thinking
enhancing student learning. Mapping in this study. It proved to be skills. Official visual maps certified by MOE.
an excellent method for fostering team
collaboration.
• Assessing student learning – Mind
Maps offer a non-traditional format of
testing that allows teachers to
determine whether poor written work is
due to a misunderstanding of science
concepts or under-developed writing
skills.
• Offering choice in student assignments
and projects – By the end of the unit,
some students chose Mind Maps
periodically when completing
assignments, indicating that it was the
format which best enabled them to
show their understanding.
After reading about 10 reading materials from different arrays of journals, thesis and books, therefore, I as a researcher, would like
now to investigate the effectiveness of I-Think Maps to teach pupils identifying and organizing point form a reading text.