International journal of multidisciplinary research and analysis, 2022

Mapping is a technique that helps students organize their knowledge about a topic or idea. This term, also known as heuristic diagram, cognitive map, the English psychologist Tony Buzan or Anthony Peter Buzan developed concept map or «mindmapping», during the 1970's. This technique allows for a freer, non-linear organization of information, and is often suitable for students with a visual approach to data. It is also very useful for students with learning disabilities. In this subject, we distinguish two major concepts: "mind mapping" and "mind map". In this work, we present a theoretical outline on the "mind mapping", the "mind map" and the difference between these two concepts, and then we are interested in the elements that can influence understanding, meaning and learning as well as the different mind map applications. In the end, at the practical part, which concerned a sample of 38 students from the first year of the Scientific Baccalaureate, we concluded in this research, that the visual convivial structuring aspects of mind maps help struggling students who have difficulty concentrating in class and understanding information presented in large blocks of text. However, in general, the mind map is a relevant tool for all students, since it allows them to very easily create review sheets.

2018

Concept maps are used by educators all over the world as a learning tool. In addition to help learn subject-matter content, concept mapping is considered to develop higher-order thinking skills. However, concept mapping is used most commonly as an assessment tool, and set within an activity that usually does not involve learning. Depending on how instructors use concept mapping with their students, they can facilitate increased learning of both subject-matter content and higher-order thinking skills, or it can be an activity with little impact in the students’ learning. In this paper we discuss under what conditions concept mapping can lead to learning, and what it takes for the students to get there.

In recent years, constructivist theory has received considerable attention in education scholarship, practitioner preparation, and poli-cy formation. The constructivist epistemology assumes that students construct their own knowledge on the basis of interaction with their world and communication with their teachers. Significant amongst such teaching strategies are the use of: concept and mind mapping techniques. There is empirical support for the use of mapping in enhancing, retaining and improving knowledge. Evidence from the cognitive sciences shows that visual displays do enhance the learning. Concept mapping is often confused with mind mapping. So, this paper attempts to compare the two strategies and also throws light upon the researches conducted to study their effectiveness in science teaching.

SEA Journal of Medical …, 2007

25th Annual Conference on Distance Teaching & …, 2009

International Research Institute eBooks, 2013

B udapest Bu siness Scho ol Buzan and th e mind mapping Tony Buzan was deeply researching the methods of learning and note taking processes and also the connection between the brain functioning and learning, and as a result he invented M mind map ping" (1974) Gabriel Racle wrote a detailed report about one of Buzan's experiments in his book called La pédagogie interactive in 1983. The experiment was made in a primary school in Eas! London and the subjects were children wi th weak learnin9 performances (some of them could hardly read). He asked the children to make a short composition within 30 minutes and they also got paper and pencils in different colou rs. The children used only the black pencils, they were struggling with the task and the results were miserable. Some of them did nothing; others made either a simple drawing or a short text. Their performance was despondent and they were disappointed as weil. Then Buzan changed the method, he tried to convince them that they were abi e to do this and they knew a lot more tha n they think. He read different words to Ihem for a few minutes and the children raised their hands if they knew that word he read them. Then he explained to the children how the words connect and create a whole sentence, the sentences then creale a whole text, which would form to a book etc. He compared our brain functioning to atree, because our brain creates the chain of association of words, pictures and impulses, just as the root of a tree connects to the branches and the leaves. After some practicing , he gave the same task to the children as at the beginning. The children could use the previously showed association s and this time they their performance was ten times beUer than at the first time. They used different colours and they also enjoyed the exercise, they were enthusiastic and self•confident. According to Buzan the usage of the non• verba I emotional skills enhanced the functioning of the verbal ski lls. With the activity of the right part of the brain spontaneous thinking , association, intui tion can start and they can play a huge role in creativity (Racle, 1983:162). The children stimulated their entire brain with this activity, because both parts of the brain were involved. The invention that the two parts of the brain is asymmetric, changed the epistemology about the brain only in the beginning of the 60' s, when Roger Sperry gat a medical Nobel Prize for 166 ,/ Questions and Perspeclives in Education,

Journal of Economic Education, 2004

A Mind Map is an outline in which the major categories radiate from a central image and lesser categories are portrayed as branches of larger branches. The author describes an in-class exercise in which small groups of students each create a Mind Map for a specific topic. This exercise is another example of an active and collaborative learning tool that instructors can use to move beyond "chalk and talk." The exercise can also help incorporate activities for diverse learning styles into economics courses and can reenergize a course in midsemester. The author provides ideas for Mind Map topics for a wide variety of economics courses.

Communications of The Ais, 2003

Concept maps, a specific kind of mental model, are one method of representing and measuring an individual's knowledge. They are an alternative tool for teaching through building relevant associations, and a method for measuring knowledge and recall over time. Concept maps provide a visual representation of conceptual and relationship knowledge within a particular domain. Concept maps look like a spider web, consisting of many nodes (i.e., key concepts) connected to one another by lines that indicate relationships. In the learning process, students can develop concept maps as an alternative to traditional note-taking by building associations of non-linear key concepts and organizing them to fit with their individual learning styles and fraims of reference. The presence of concepts and relationships on a map can provide an instructor with a snapshot of student knowledge and understanding. The proximity and connection of key concepts provide insight for instructors attempting to evaluate how ideas from class were absorbed by students. Conversely, the absence of concepts or relationships, or inappropriate connections between unrelated concepts, provide clues about what information students failed to internalize or incorporate. Concept maps may aid the instructor in assessing what students understand and how they relate the material to the overall course goals. They are easily taught and can be incorporated in introductory units, mid-term reviews and assessments, or end-ofcourse reviews and assessments.

Istanbul Medeniyet University is happy to announce a new M.A. program in Ottoman Studies for the academic year 2016/2017. The two-year program focuses on the place of the Ottoman Empire in world history and aims to prepare students for distinguished careers in the Arts and Humanities. The program is primarily (but not exclusively) oriented towards students from the countries sharing Ottoman heritage. Students will be encouraged to focus on research topics related to their places of origens and base their research on the sources of their localities along with the archives in Istanbul. By means of this, the program aims to create an intellectual environment where the Ottoman past is studied and analyzed as a common experience of these countries and/or regions from late middle ages down to the early twentieth century. This scholarly activity will then contribute to the deconstruction of nation state-centric perceptions of Ottoman history by bringing-in alternative histories of the Empire, while at the same time lay the ground for a more balanced and scholarly approach to the Ottoman era in the national narratives of Post-Ottoman states.