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

Thank you Emails for contact: [email protected] [email protected] [email protected]

Dia 1

Teaching psychology in Teacher Training Institutes in. Vietnam ... Capacity building (basic skills, ICT4ATL, ICT4SS). • Learning ... support of mindmapping. 05.

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