JOURNAL BROWSE
Search
Advanced SearchSearch Tips
The Effects of Instructional Strategy using Thinking Maps focused on Drawing in Elementary School Science
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
 Title & Authors
The Effects of Instructional Strategy using Thinking Maps focused on Drawing in Elementary School Science
Kim, Jung-Sun; Park, Jae-Keun;
  PDF(new window)
 Abstract
The purpose of this study is to develop instructional strategy which utilizes thinking maps focused on drawing as a measure to enhance science learning motivation, self-directed learning activity and science academic achievement of learners, and to examine the effects of its application. The target unit for this study is `life cycle of plants` in the fourth grade of elementary school. Two classes of 4th grades of elementary school were selected and divided into two groups. The learners of experimental group have completed thinking map by drawing a picture to express the results to be observed and measured, and used it to arrange the learning contents. The result of this study is as follows. First, it is proven that using thinking maps focused on drawing actually helped improving the motivation of learners to study science. Second, it is proven that this strategy was effective to change their self-directed learning ability in positive ways. Third, it contributed to the improvement of learners` science academic achievement. We found out that the application of this strategy enabled them to enjoy the mapping using drawing, to be immersed in learning, to better recognize the scientific concepts and the structure of learning contents, and to have a positive awareness of the usefulness of thinking maps focused on drawing.
 Keywords
thinking map;drawing;science learning motivation;self-directed learning activity;
 Language
Korean
 Cited by
 References
1.
Ausubel, D. (1978). Educational psychology: A cognitive view. NY: Holt Rinehart and Winston, Inc.

2.
Bender, B. & Levin, J. (1978). Pictures, imagery, and retarded children's prose learning. Journal of Educational Psychology, 70(4), 583-588. crossref(new window)

3.
Cho, H., Lee, H. & Kim, E. (2011). The effect of scientific writing program using thinking maps on the scientific gifted children's scientific process skill and creativity. Journal of the Korean Society of Earth Science Education, 4(2), 166-176.

4.
Choi, S. (2013). The effect of applying concept maps for 'oceans' unit in middle school science. Journal of the Korean Society of Earth Science Education, 6(2), 93-100.

5.
Chun, H. (2004). The Singapore story. London: Cowin Press.

6.
Edens, K. M. & Potter, E. (2003). Using descriptive drawings as a conceptual change strategy in elementary science. School Science and Mathematics, 103(3), 135-144. crossref(new window)

7.
Edwards, P. (2011). Utilizing thinking maps to promote reading comprehension and motivation to read in urban elementary school males. Unpublished doctoral dissertation, Oakland University.

8.
Gobert, J. & Clement, J. (1999). Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics. Journal of Research in Science Teaching, 36(1), 39-54. crossref(new window)

9.
Guglielmino, L. (1977). Development of the self-directed learning readiness scale. Doctoral dissertation, University of Georgia.

10.
Hubble, G. (2004). Embracing change: The evolution of thinking in a K-12 school. London: Cowin Press.

11.
Hyerle, D. & Yeager, C. (2007). Thinking maps: A language for learning. Cary, NC: Thinking Maps, Inc.

12.
Hyerle, D. (1993). Thinking maps as tools for multiple modes of understanding. Unpublished doctoral dissertation, University of California at Berkeley.

13.
Hyerle, D. (1996). Visual tools for constructing knowledge. Alexandra, VA: Association for Supervision and Curriculum Development.

14.
Hyerle, D. (2000). Thinking maps training of trainers resource manual. Raleigh, NC: Innovative Sciences.

15.
Kang, O. & Jeon, H. (2008). The effects of the selfdirected learning on the learning activities applying the graphic organizer. Journal of Education Research, 4(1), 1-18.

16.
Kim, J. & Park, Y. (2003). Validation of self-directed learning ability diagnostic scale for elementary higher graders. Journal of Educational Evaluation, 16(1), 183-199.

17.
Kim, W. (2013). Instruction method using thinking maps in creativity art education. Journal of Korea Child Art Association, 12(1), 79-97.

18.
Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. Chicago. IL: Follett Publishing Co.

19.
Larkin, H. & Simon, A. (1987). Why a diagram is (sometimes) worth ten thousand words. Cognitive Science, 11(1), 65-100. crossref(new window)

20.
McNamara, D. (2007). Reading comprehension strategies: Theories, interventions and technologies. New York: Lawrence Erlbaum Associates.

21.
Moon, S. & Kim, M. (2014). Effects of thinking maps training on reading achievement and reading abilities in elementary school students. Journal of Research in Curriculum Instruction, 18(1), 85-111.

22.
Park, H. (2010). The effects of science academic achievement and science process skill by science instruction using thinking maps. Master's thesis, Busan National University of Education, Busan, South Korea.

23.
Park, J. & Cho, Y. (2010). Development and application of teaching strategy structuring learner's motivation and participation activities in elementary science classes. Biology Education, 38(2), 285-297. crossref(new window)

24.
Park, M. & Lee, Y. (2010). Effective educational use of thinking maps in science instruction. Journal of the Korean Society of Earth Science Education, 3(1), 47-54.

25.
Park, S. & Cho, H. (1994). Learning theory and science education [학습론과 과학교육]. Seoul: Kyoyukkwahaksa.

26.
Piercy, T. & Hyerle, D. (2011). Maps for the road to reading comprehension: Bridging reading text structures to writing prompts. In D. Hyerle(Ed.), Student successes with thinking maps: School-based research, results, and models for achievement using visual tools (pp.62-71). Thousand Oaks, CA: Corwin.

27.
Rha, I., Park, S., Choi, H. & Choi, S. (2009). Development and validation of a visualization tendency test. In T. Bastiaens et al. (Eds.), Proceedings of world conference on e-Learning in corporate, government, healthcare, and higher education 2009 (pp. 3665-3670). Chesapeake, VA: Association for the Advancement of Computing in Education.

28.
Shin, M. & Lee, Y. (2012). The effects of the astronomical observation class using thinking maps on science process skills and metacognition in the elementary scientific gifted. The Korean Journal of Educational Methodology Studies, 24(1), 41-60.

29.
Song, J., Lee, M. & Park, S. (2015). Effectiveness of STEAM program using thinking maps on elementary school students. The Journal of Elementary Education, 28(3), 145-171.

30.
Tuan, H., Chin, C. & Shieh, S. (2005). The development of a questionnaire to measure students' motivation towards science learning. International Journal of Science Education, 27(6), 639-654. crossref(new window)

31.
Yoo, K. & Cheong, J. (1998). Demographic and sociopsychological variables to adults' self-direction in learning. Korean Journal of Adult & Continuing Education, 4(1), 119-149.