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Information Architecture (IA) organises digital content ranging from web interfaces to ATM screens and car dashboards. Beyond structure, it encompasses the labelling and organisation of information within each interface. Presented through mind maps, IA is essential in both academic and professional environments. In complex products such as social networks, multiple IA patterns are employed simultaneously. This research introduces IA to Applied Communication Sciences, highlighting its significance for enhancing user experience in social networks. The study identifies standard patterns and new types of mental maps for digital creation. [ABSTRACT FROM AUTHOR]

Since 2020, teaching has gone through substantive transformation. Teacher educators have been compelled to reevaluate their instructional strategies and the use of technology to deliver effective training for pre-service teachers. The year 2020 escalated the use of teaching strategies that relied on technology as a crucial tool in all teaching processes. Moreover, from the year 2020 and onwards, teacher educators' knowledge of teaching, curriculum, and technology has been transformed to align with the new teaching and learning requirements for creating and delivering instruction in teacher education. However, little is mentioned in studies on how teacher educators think about lesson activities, especially how they map out instructional pathways and technology integration in a technology-rich environment. It is against this backdrop that this study uses qualitative and interpretive paradigms to investigate teacher educators' use of mind-mapping for instructional practices in a technology-rich environment. The objective was to understand how they develop or prioritize the development of technological pedagogical content knowledge (TPACK). Six participants were purposively selected based on the criteria that the participants must use mind-mapping to plan lesson activities and integrate technology into the lesson, reflect on the instructional process, and allow the researchers to observe their classroom teaching engagements. Data was generated and collected using journal reflections, observations, and document analysis. The findings showed that the teacher educators made use of mind-mapping in the preparation of lesson activities and created rubrics using mind-mapping. They also used self-made video podcasts and integrated videos in lesson activities and mind-mapped assessment pathways with technology. From the narrations shared by the participants, the use of mind-mapping opened new strategies of planning, teaching, and assessing instruction with technology to develop technological pedagogical content knowledge. [ABSTRACT FROM AUTHOR]

This paper first analyzed the shortcomings of the summative final exam methods which focuses only on final exams. Then, we showed the specific implementation of the quantitative formative assessment which includes objective results and subjective scores. Objective results include the traditional written chapter test score, online mid-term and final exam scores, whereas the subjective scores include class attendance, homework, class performance, class notes, online learning on the "Jreenity" platform, chapter mind maps, the completion of ideological and political cases, and the introduction of mathematicians. Finally, the reforming achievement of the formative assessment was summarized. [ABSTRACT FROM AUTHOR]

The aim of the study was to investigate the effectiveness of mind mapping on Ethiopian secondary school students' English collocation learning. The study specifically tried to check the effectiveness of mind mapping on adjective-preposition and verb-noun combination collocations. A sample of 110 grade 12 students who were learning in two sections at Majete General Secondary School, North Shoa Zone, Ethiopia, participated in the study. One of the two sections was randomly assigned to an experimental group, while the other one was labeled as a control group. A pre-test and two post-tests were used as data-gathering instruments. The data were analyzed by using mean scores, paired samples, and independent sample t-tests. The results revealed that although the two sections had no significant difference in their pre-test results, in the immediate and delayed post-tests, the score of adjective-preposition & verb-noun collocations of the experimental group students was significantly higher than the score of the control group students who learnt those collocations without mind map. Based on this, it could be concluded that using mind map was an effective strategy to improve EFL high-school students' collocations learning. Accordingly, it is recommended that EFL teachers and students should use mind-map during their collocations lessons. [ABSTRACT FROM AUTHOR]

To explore both the potential and current impact of digital technologies on schooling in two rural school communities, the use of hand-drawn concept maps as a participatory method of inquiry was chosen to enable school community members to express their views. This approach enabled the ideas and issues they considered most important to be expressed with minimal direction or interference from the researcher. A variety of stakeholders from two school communities were asked to produce two hand-drawn concept maps and then participate in a focus group or interview to elicit further data. This graphic-elicitation approach was used to encourage participants to further express and expand on their ideas that they had expressed in the concept maps themselves, and to provide participant validation of the content of the concept maps. The results of this method of data collection, drawing on a range of analytical approaches, showed that the participant-generated, hand-drawn concept maps allowed participants to express their beliefs, perceptions, ideals, values, and emotions about digital technologies in a way which revealed the complexity and sometimes contradictory ideas about technology use in their schools. Using hand-drawn concept maps as a participatory visual method was also particularly useful for showing affective orientations in the responses of participants. [ABSTRACT FROM AUTHOR]

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study reports the findings of extensive ethnographic research in which six preschoolers were observed for 2 years at a preschool in Saudi Arabia. Drawing on the sociocultural perspectives of literacy learning, this study focuses on the early literacy practices in the Saudi home context of two preschoolers and their mothers. The data described in this study were derived from mind maps created with the children and interviews with their mothers. Several sociocultural concepts were used as analytical frameworks following a thematic approach. This study suggests that early literacy is a social and cultural practice embedded and constructed in a sociocultural context. Moreover, the findings indicate how children's early literacy practices at home occur within a social process through interactions with adults and siblings and how these practices reflect Saudi Arabian Islamic culture and identity. Furthermore, the findings highlight the significance of using participatory techniques (mind maps) to hear children's voices in research. [ABSTRACT FROM AUTHOR]

Healthy ageing is a global priority due to a growing older population, which increases the need for preventive measures and tailored technology. In health technology development, co-design is emphasised as a valuable strategy to support a person-centred approach. Co-design, a value-driven and collaborative approach, involves end users in development processes to overcome barriers connected to capability, opportunity, and motivation. While a growing number of older adults are involved in design processes, there is a deficit of suitable methodologies for achieving active involvement. Additionally, the COVID-19 pandemic necessitated a shift to developing methodological skills and tools to facilitate co-design remotely in a digital setting. Here, we draw on experiences of conducting iterative co-design workshops with a Canadian and a Swedish cohort of older adults about technology development to support mobility, balance, and confidence in daily movement. We describe and discuss methodological and ethical challenges and opportunities to provide recommendations for conducting co-design research in a digital setting with older adults (+65 years). Our recommendations include the use of live mind mapping to facilitate participation involvement, and we address the issue of ‘homework’ in co-design and the importance of setting expectations. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to examine and compare extant literature on the application of multi-criteria decision-making (MCDM) techniques in humanitarian operations (HOs) and humanitarian supply chains (HSCs). It identifies the status of existing research in the field and suggests a roadmap for academicians to undertake further research in HOs and HSCs using MCDM techniques. Design/methodology/approach: The paper systematically reviews the research on MCDM applications in HO and HSC domains from 2011 to 2022, as the field gained traction post-2004 Indian Ocean Tsunami phenomena. In the first step, an exhaustive search for journal articles is conducted using 48 keyword searches. To ensure quality, only those articles published in journals featuring in the first quartile of the Scimago Journal Ranking were selected. A total of 103 peer-reviewed articles were selected for the review and then segregated into different categories for analysis. Findings: The paper highlights insufficient high-quality research in HOs that utilizes MCDM methods. It proposes a roadmap for scholars to enhance the research outcomes by advocating adopting mixed methods. The analysis of various studies revealed a notable absence of contextual reference. A contextual mind map specific to HOs has been developed to assist future research endeavors. This resource can guide researchers in determining the appropriate contextual framework for their studies. Practical implications: This paper will help practitioners understand the research carried out in the field. The aspiring researchers will identify the gap in the extant research and work on future research directions. Originality/value: To the best of the authors' knowledge, this is the first literature review on applying MCDM in HOs and HSCs. It summarises the current status and proposes future research directions. [ABSTRACT FROM AUTHOR]

The term "geographical synthetic thinking" is taken from the latest Chinese version of the "Geography Curriculum Standards" (General High School 2017 edition, Compulsory Education 2022 edition) and is one of the four core competencies prioritized in the teaching of geography at the secondary-school level. This study proposes that using geographic subject mind maps improves students' geographical synthetic thinking and develops a set of geographic subject mind map (GSMM) drawing standards for teachers and matching standards and suggestions for teaching applications. Seven geography teachers and their students from eight class sections in seven provinces and cities in China were recruited to participate in the study. The teachers taught students how to use geographic subject mind maps designed to develop students' geographical synthetic thinking in the geography classroom. After 4–5 experimental lessons, the geographical synthetic thinking level of the 267 valid student participants showed a significant improvement, with a statistically significant difference between pretest and posttest scores. The teachers' level of application of geographic subject mind maps in teaching was significantly and positively correlated with the students' improvements in geographical synthetic thinking, demonstrating that the standardized use of geographic subject mind maps in accordance with teaching application standards can effectively improve students' geographical synthetic thinking levels. [ABSTRACT FROM AUTHOR]

Background. Nowadays, there are a variety of viewpoints on problem-based learning (PBL) and mind mapping teaching outcomes in nursing education, but there are not many thorough assessments that are pertinent. Objectives. We performed a meta-analysis to evaluate the effect of the PBL method combined with mind mapping on nursing instruction. Materials and methods: A systematic literature search up to July 2022 was performed, and 1765 related studies were evaluated. The chosen studies comprised 1473 nursing teaching participants as the trial's baseline, with 770 of them using the PBL model with mind mapping and 703 enrolled as controls. Odds ratio (OR) and mean difference (MD) with 95% confidence intervals (95% CIs) were calculated to assess the effect of the PBL method combined with mind mapping on nursing instructions using dichotomous and continuous methods with a random or fixed effect model. The study protocol was registered in PROSPERO (registration No. CRD 42022432130). Results: The PBL model with mind mapping reached a significantly higher results of nursing knowledge test (MD: 7.29, 95% CI: 6.88-7.71, p < 0.001) and pediatric practice test (MD: 9.89, 95% CI: 9.04-10.74, p < 0.001), as well as higher students' ability of independent learning (OR: 3.49, 95% CI: 2.11-5.76, p < 0.001) compared to the controls in nursing teaching. Conclusions. The PBL model with mind mapping resulted in a significantly higher results of nursing knowledge test, pediatric practice test and students' ability of independent learning compared to controls in nursing teaching. [ABSTRACT FROM AUTHOR]

In this study, we investigate how pre-service teachers' group dialogues emerged and intersected across time and space as students collaboratively constructed a video-based mind map to prepare for oral exams in a pedagogy course. The study was conducted as part of a design-based research project investigating the ways that video-based mind maps can support learning as both a collaborative activity and a classroom resource. We applied interaction analysis methods to recordings taken during the production of the mind map as well as the videos made by students within the mind map itself to analyze synchronous and asynchronous dialogues among group members as they viewed, recorded, and uploaded videos. The findings offer an in-depth understanding of how collaboration occurs in different space-time configurations within and across groups as mediated by video resources. We discuss how these findings contribute to computer-supported collaborative learning (CSCL) research on the ways collaboration can emerge across different levels of activity as well as the pedagogical implications for introducing video-based dialogues into the classroom. [ABSTRACT FROM AUTHOR]

The editorial discusses the need for academics to consider alternative ways of disseminating their research to reach a larger audience. The article highlights the importance of tailoring the message to different audiences and communication tools, such as using shorter and more accessible formats like video clips or summaries. The editorial suggests incorporating visualizations, such as figures, overviews, and illustrations, to help readers quickly understand the main arguments of research papers. The authors encourage authors in the field to explore the power of visualizations and other alternative methods to enhance the impact of their work. [Extracted from the article]

Humans use pictures to model the world. The structure of a picture maps to mind space to form a concept. When an internal structure matches the corresponding external structure, an observation functions. Whether effective or not, the observation is self-consistent. In epistemology, people often differ from each other in terms of whether a concept is probabilistic or certain. Based on the effect of the presented IG and pull anti algorithm, we attempt to provide a comprehensive answer to this problem. Using the characters of hidden structures, we explain the difference between the macro and micro levels and the same difference between semantics and probability. In addition, the importance of attention is highlighted through the combination of symmetry and asymmetry included and the mechanism of chaos and collapse revealed in the presented model. Because the subject is involved in the expression of the object, representationalism is not complete. However, people undoubtedly reach a consensus based on the objectivity of the representation. Finally, we suggest that emotions could be used to regulate cognition. [ABSTRACT FROM AUTHOR]

Within the scope of the current study, the researchers developed activities for middle school students to raise their awareness on the harm of plastics and microplastics, which are detrimental to nature and living things. In addition, through the activities developed, the study aimed to provide students with knowledge of and experience with bioplastics, which have emerged as an alternative to plastic materials and are environmentally friendly. Twelve eighth grade students participated in the current study. The activities developed by the researchers within the framework of the REACT strategy covered a four-week period. The researchers made sure that the activities designed included each step of the REACT strategy (Relating, Experiencing, Applying, Cooperating, Transferring) and the researchers used different tools (mind map, concept map, Vee diagram). The study suggests that activities designed for classroom use should be integrated with tools such as Vee diagram, concept map and mind map in order to increase students' knowledge and awareness about global environmental problems as well as support students' ability to produce solutions to such problems. [ABSTRACT FROM AUTHOR]

Mind mapping is a powerful technique that is often used for teaching declarative knowledge, but seldom implemented to record procedural knowledge. The present study focused on the latter. During a 12-week public presentation course, self-developed mind mapping software was utilized as a learning tool and an instrument to collect and analyze user behavior logs while summarizing and revising procedural knowledge. The participants were 53 working adults. They were divided into successful and unsuccessful mapping profiles based on their improvement. The pre- and post-tests on presentation skills, lag sequential analysis on log data, and interviews suggested that participants showing successful mapping behavior prioritized readability and ease of navigation of their maps. Their counterparts with unsuccessful mapping behavior tended to overload their maps and overuse highlighting. The discovery of actions and behavior patterns during the creation and revision of mind maps corresponding to successful/unsuccessful mind mapping profiles provides important suggestions to enhance existing digital mind mapping tools and to diagnose students who are falling behind. The implementation of mind mapping for procedural learning expands the area of mind mapping research and enlarges our understanding of teaching procedural knowledge. [ABSTRACT FROM AUTHOR]

Background: Medical diagnostics is a pivotal bridge curriculum that receives much less attention from undergraduates in non-clinical medicine health profession programs with less student engagement and poor performance. Mind mapping is an active learning strategy for graphically presenting radiant thinking to culture clinical reasoning. The purpose of this study was to explore whether students' comprehensive diagnostic skills are enhanced through increased student engagement by employing mind mapping. Methods: We implemented mind mapping in small-grouped workshops with 86 junior undergraduates from preventive medicine program, for physical diagnostic sessions including physical examination (PE) maneuver, electrocardiogram (ECG) interpretation and medical history collection. We also conducted assessments of the above skills, as well as online surveys regarding their expectation on this course, self-evaluation of mind mapping in teaching and the learning process of all the modules. Results: Group members employing mind mapping in all PE sessions obtained higher scores in the heart and lung systems during the PE maneuver exam. Similarly, groups that made more in-depth mind maps achieved higher scores on the ECG quiz. In addition, groups displaying mind maps for history taking from normal classes and reformed class exhibited greater completeness of medical history with both standardized patients and real patients, which was consistent with increased collection of accompanying symptoms. Mind mapping was valued by the majority of students for its benefits in terms of acquiring PE maneuver, theoretical knowledge, medical history collection and medical records writing, clinical reasoning, communication skills, sense of teamwork and cooperation, professionalism and humanistic literacy. Discussion: The visual feature of mind mapping evoked extensive behavioral engagement in all groups, as did cognitive and emotional engagement, as the majority of students expressed their willingness and affective reactions. In the short term, the positive feedbacks encourage growing engagement. The continuous benefits of mind mapping require long-term observation. [ABSTRACT FROM AUTHOR]

The study investigated the effectiveness of the Mind Mapping Strategy on Grade 11 learners' performance in Mathematics. The study used an experimental research design to assess the Mathematics performance of Grade 11 learners using a mind-mapping strategy. The study's respondents were chosen using the enumeration technique to get the population sample. The mind mapping strategy was tested for significant differences in performance between the two groups. The study found that the that both the control and experimental groups' Mathematics performance did not meet expectations, in the pre-test indicating the need for intervention. After the implementation of mind mapping approach, the experimental group demonstrated a significant improvement in Mathematics gain performance compared to the control group, with higher percentages of students achieving satisfactory and fairly satisfactory levels. The mind mapping strategy was effective, resulting in a gain performance of 17.29, indicating a statistically significant improvement in performance. The experimental group's mind map scores and post-test scores showed a strong positive correlation, with a p-value of 0.00001 indicating a statistically significant correlation. This strong evidence supports the claim of a significant association between the two variables. The critical value of 1.68 was used to determine the significance level, and since the correlation coefficient (0.899) is greater than the critical value (1.68), the null hypothesis was rejected, indicating a strong association between the two variables. The incorporation of mind mapping in mathematics has demonstrated its effectiveness as a valuable tool for students, aiding in the improvement of their comprehension and the establishment of connections between mathematical concepts. Through consistent assessment and ongoing monitoring, educators can guarantee the sustained efficacy and triumph of this implementation framework. The study recommends educators adopt this strategy for enhanced student outcomes and encourage learners to incorporate it as a study aid. [ABSTRACT FROM AUTHOR]

Under current diplomaism, students' painting ability is cultivated, but the creativity development is restricted. Students mainly learn painting skills that technique training is mostly emphasized. To improve such a problem, it is necessary to build the operation position performance ability and the value and attitude towards creativity, cultivate creativity with multiple intelligences as the structure, stress on the creativity process and taking pressure in the experience, and integrate creativity into course teaching. Using experimental design model for this study, 202 art major students of a university in China, as the experimental subjects, are preceded the 18-week (2 hours per week for total 36 hours) experimental teaching research. The research results show that 1.mind mapping approach would positively affect operation position performance, 2.mind mapping approach would positively affect creativity, and 3.operation position performance shows significant and positive effects on creativity. According to the results to propose discussions, it is expected to provide students with the learning strategy of creative thinking through teachers' teaching model, cultivate students' operation position performance and creativity on traditional Chinese painting with the system structure and divergent thinking of mind mapping symbolism, as well as actually apply to the artistic creation of traditional Chinese painting. [ABSTRACT FROM AUTHOR]

Purpose: The importance of multidimensional and engaging instruction for sustainable development goals (SDGs) in higher education cannot be overstated. Such instructions should motivate students not only to memorize and contemplate these goals but also to actively participate in addressing SDG-related challenges. Consequently, this study aims to develop practical and appropriate instructional approaches to education for sustainable development (ESD) in higher education to enhance students' knowledge, attitudes and behaviors concerning sustainability. Design/methodology/approach: By using a quasi-experimental design, this ESD study was conducted at a university in central Taiwan. A total of 121 students from diverse academic backgrounds participated in the 16-week experiment, which was divided into three groups. Lecturing, thematic teaching and design-thinking strategies were applied to these respective groups. Findings: The thematic-teaching and design-thinking groups displaying improved cognitive performance. However, the quantity results revealed that the design-thinking group surpassed the other two groups in sustainability knowledge, attitudes, behaviors and mind map tasks. The qualitative findings further indicated that design thinking – through multiple practical problem-solving activities – guided college students to think independently and sustainably, as well as enabled them to internalize the value of sustainable development. By implementing these effective approaches, the core goals of ESD-related personal and societal transformations may be realized. Practical implications: This study proposed a goal-oriented ESD instructional model for educators, demonstrating the efficacy of design thinking in cultivating higher-order thinking and affection for ESD in students. Additionally, this study introduced an innovative evaluation approach – mind mapping – to the ESD domain, which may compensate for the limitations of the survey method. Originality/value: This study provides empirical evidence for the effectiveness of design thinking and thematic-based pedagogies in sustainable development higher education. Additionally, it also offers a practical ESD instructional model with reference value for scholars and multi-domain instructors. Moreover, the study highlights that by examining organizational governance from the perspectives of design thinking and higher-order affection, sustainable and economic development need not be mutually exclusive concepts. Instead, pursuing SDGs can be viewed as investment opportunities for organizations rather than mere costs. [ABSTRACT FROM AUTHOR]

The purpose of this article is to propose a novel classification of the interrelationships between Industry 4.0 (I4.0) technologies and circular economy (CE) principles that highlights the most conclusive findings and extant gaps in the relevant research. A systematic literature review has been developed to locate, select and evaluate relevant contributions made to CE interrelationships with I4.0 technologies. Studies have been analysed and classified according to the specific I4.0 technology and CE principle addressed (10Rs). The articles have been clustered into three main groups: (i) useful application of materials, (ii) extending the lifespan of products and their parts and (iii) smarter product use and manufacture. A mind map of the investigated articles has been used to establish the interrelationships between individual technologies and each CE principle at the supply chain level. Based on this classification, a focus group interview (FGI) was held with experts to dig deeper into the interrelationships between I4.0 technologies and CE principles. The FGI results have identified how each as yet unexplored I4.0 technology could be linked to each CE principle. A Fuzzy Delphi (FD) study was also applied to identify the most relevant I4.0 technologies for improving CE principles and closing gaps in the literature regarding the 10R CE principles. In addition, guidelines have been established to assist with practical applications and generate a research agenda on the interrelationships between I4.0 technologies and CE principles at the supply chain level. Implications for theory include the extension of view from the research gaps between I4.0 technologies and the 10Rs identified in the literature; also, an FGI and FD were performed based on the detected research gaps to identify future lines of research for academics and offer useful guidance to directors and managers on I4.0 technology interrelationships for improving at least one of the 10R CE principles. The contribution to practice aims to enable managers to easily identify which technology from the I4.0 domain should be used to advance any given CE principle. Lastly, we provide useful guidance on the application of as‐yet‐unused technologies to improve CE principles. [ABSTRACT FROM AUTHOR]

The research aimed to investigate the "utilization of a proposed program based on the STEM approach to develop creative thinking skills among middle school science teachers." The study employed a quasi-experimental design with a single-group approach, utilizing both pre- and post-assessment measures. The research sample consisted of eight science teachers from Primary School Complex 38 and Middle School 11 in Abha for the academic year 2023. The research tools included an observation card that was applied both before and after the intervention, followed by statistical data processing.The research results indicated the presence of statistically significant differences at a significance level of 0.05 between the mean scores of the research sample in the pre- and post-application phases for each skill, favoring the post-application. The study recommended the implementation of the proposed STEM-based program in designing vocational training programs across different educational stages to foster creative thinking skills. It also emphasized the importance of training teachers in modern activities and practices, underscoring their role in learners' awareness of the significance of science in conjunction with other subjects, participation in global competitions, and achieving higher rankings. [ABSTRACT FROM AUTHOR]

Child-led research is gaining increasing attention. Such research involves children leading throughout the research process, from research design to dissemination. Child-led research has tested adult-centric research assumptions, with debates in the literature about researchers' expertise and responsibilities. If these debates are testing for child-led research undertaken with older children and young people, they are even more so for young children below school-starting age. This article examines child-led research undertaken in a Froebelian early years setting, over 11 months, with 36 children aged between 2 and 5 years, from the adult facilitators' perspectives. The article utilises the research's documentation, including mind maps, photographs and story books, songs and video recordings, and an interview undertaken with the facilitating early years practitioner and supporting academic. Learning from this, the article challenges the assumption, in much of the literature on child-led research, that adults need to transmit their knowledge of research methods to children. Instead, a 'slow pedagogy' can build on children's own knowledge, collectively, with time to come to research understandings. The article concludes that child-led research is feasible with young children, but the research process can include or exclude certain forms of children's communication, making some children more 'competent' to undertake research than others. [ABSTRACT FROM AUTHOR]

The article discusses the challenges and considerations involved in curating map exhibitions. It highlights how the display of maps in exhibitions can often create a cognitive distance between the map's content and its material base, limiting the viewer's engagement with the maps. The author emphasizes the importance of considering a map's physical form and material differences in order to gain a deeper understanding of its meaning and cultural significance. The article also explores the limitations of exhibition design in conveying the historical context and social practices associated with maps. The author suggests that map exhibitions should strive to be more inclusive and engaging for diverse audiences, and proposes various ideas for enhancing the visitor experience, such as incorporating interactive elements and utilizing augmented reality. Overall, the article encourages researchers and exhibition planners to rethink their approach to map analysis and interpretation in order to bridge the gap between map displays and the actual maps themselves. [Extracted from the article]

Interpreting scholars claim that mind mapping can be used pedagogically to enhance trainees' interpreting-specific listening skills. However, so far relevant empirical studies have been rare. A single-group post and retrospective self-assessment design was used to examine student interpreters' attitudes towards the use of mind mapping in teaching listening for interpreting and its effectiveness. Eighty-two students were involved as participants. An instruction experience questionnaire was administered at the end of the pedagogical intervention to examine their attitudes towards the mind mapping exercise. Two self-assessments of knowledge and skills were conducted at the end of the pedagogical intervention to investigate their pre-test post-test gains. One was a retrospective self-assessment about their competence before the exercise (then self-assessment) and the other was a post self-assessment about their competence after the exercise (now self-assessment). The results indicate that the participants perceived mind mapping as a positive learning experience and that it was effective in developing students' interpreting-specific listening knowledge and skills. [ABSTRACT FROM AUTHOR]

The introductory course to sociology serves the multiple roles of providing students with the foundations of the field while also being its "public face" and possibly improving its image. The outcomes of introductory courses have been investigated mostly in quantitative ways in the past. The article presents a qualitative, longitudinal study of the "mental image" that 397 students of an introductory course at a Hungarian university formed about sociology. Participants were asked to draw mind maps around the central concept of "sociology" right before, right after, and years after taking the course. Results from the content analysis of mind maps indicate that while students are able to situate sociology as a science of the human world, their mental image of the field is often vague beyond that. Mind maps drawn years after taking the course bear the closest resemblance to the ones drawn even before studying it. [ABSTRACT FROM AUTHOR]

Copyright of BSU Journal of Pedagogy & Curriculum is the property of Beni Suef University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Patient education as an important process of postgraduate nursing education, however in previous studies there was limited study focus on the improvement of nursing students' patient education in clinical practice.This study examined the effects of a mind mapping based on standardized patient program in the patient education knowledge and communication competence of postgraduate nursing students in clinical setting. Methods: The present quasi-experimental study was performed in 2022 on 74 postgraduate nursing students who had taken clinical practice courses at affiliated hospital of Zunyi Medical University. Students were underwent two weeks of mind mapping based on standardized patient program. The outcome measures were patient education knowledge and communication competence evaluated were by the self-designed questionnaire consisting of 6 questions based on the Likert scale and nurse-patient communication competency rating scale respectively, self-efficacy was evaluated by the general self-efficacy scale, and patients' satisfaction were measured using a self-designed question. Data collection was conducted before and after intervention. Data analysis was performed using SPSS 19.0 software, and descriptive statistics and inferential statistics were performed. Results: Significant improvements in patient education knowledge, patient education communication competence, and self-efficacy (all P = 0.000)were observed after intervention. Improvements were also seen in measures of patients' satisfaction; 12/74 (16.22%) patients reported satisfied at baseline but only 53/74 (71.62%) at the end of intervention. Conclusions: A web-based mind maps integrated with standardized patient program could improve patient education knowledge, communication competence,and self-efficacy of postgraduate nursing students in clinical setting. [ABSTRACT FROM AUTHOR]

The goal of this work is to suggest a method for assessing the state of salvaged glued laminated timber and deciding whether it is appropriate for reuse. After conducting a thorough analysis of the wood pathology, a decision tree mind map was created. This was followed by the application of this methodology to evaluate a salvaged glulam frame obtained from a demolition site. To ensure the reliability of this approach, laboratory-based ex situ tests were carried out. A working protocol was established for obtaining a sample of the salvaged timber, and its characteristics were identified by examining the species, density, type of adhesive and its shear resistance, as well as the mechanical properties in the bending of both single and double laminates of timber. The results concluded that the glulam under investigation can be reused. The results revealed that the wood was spruce, with a density of 420 ± 45 kg/m3 under dry conditions. The glue used was melamine–urea–formaldehyde with a shear strength of 7.37 ± 1.79 MPa, which is below the standard threshold. The results of the bending strength and modulus of elasticity show that the single laminations and glulam are class C16 and class GL20H, respectively. [ABSTRACT FROM AUTHOR]

Objective • This work aimed to develop a pressure ulcer prevention nursing and health education strategy by using mind map techniques, apply the strategy to critically ill inpatients, and evaluate its effect on preventing pressure ulcers in patients. Methods • A study population of 82 critically ill hospitalized patients received random assignments to the control group (routine nursing intervention, n = 41) and the observation group (mental map health education based on the control group, n = 20). Patients in each group were then compared for the incidence and knowledge of pressure ulcers before and after nursing intervention and health education. Results • The awareness rates of pressure ulcer knowledge in the control and observation groups were 78.85% and 94.21%, respectively. The awareness rates of prevention knowledge after intervention were 79.8% and 94.38%, respectively (P < .05). The proportion of patients with a high risk of pressure ulcers in the observation group was lower than that in the control group (P < .05). The proportion of patients with a mild risk of pressure ulcers in the observation group was higher than in the control group (P < .05). Stage I pressure ulcers in the control and observation groups were 12.3% and 3.65%, respectively (P < .05). The incidence of stage II and above pressure ulcers in the control group and the observation group were 25.8% and 20.1%, respectively (P < .05). Conclusions • The mind map health education model helped improve patients’ cognition level of pressure ulcers and enhanced their awareness of active cooperation, significantly preventing pressure ulcers. [ABSTRACT FROM AUTHOR]

In an effort to enhance students' English reading ability and thinking quality, this study proposes a 3-Step Mind Map Approach based on information structure and image schema. A comparative experiment was conducted in a senior high school setting with 78 students to evaluate the effectiveness of this approach. The experimental class, taught through the 3-Step Mind Map Approach, outperformed the control class, instructed with traditional methods, in both reading ability and thinking quality. This study highlights the potential of using mind maps as a useful tool in English reading teaching and promoting students' thinking quality. [ABSTRACT FROM AUTHOR]

Research involving people with dementia has highlighted the need to improve engagement in the conduct of interviews and focus groups. Projective and enabling techniques may be useful and avoid some of the drawbacks associated with direct questioning. However, researcher-driven projective techniques have not been extensively tested in research with people with dementia. In 2019, researchers in Australia, Canada, the Netherlands and Poland received training and trialled projective and enabling techniques to collect data about dementia diagnostic and early post-diagnostic experiences. The techniques were used with a total of thirty people with dementia (aged 67–97 years) in online and face-to-face individual and dyadic interviews and a focus group. Word association activities supported brainstorming about the concepts of 'dementia' and 'support'. A researcher-driven photo elicitation technique was utilised to seek responses concerning a hypothetical couple at four time points: during a diagnostic conversation, and at 1, 6 and 12-month post-diagnosis. Discussions were audio recorded and transcribed and interviewers created 'meta' mind maps of word associations and made reflective notes regarding participant engagement. Deductive content analysis was used to assess the value of the techniques to support a manageable, comprehensible and meaningful research experience. Word associations supported free-flowing conversations around the key research concepts. Photo elicitation techniques promoted empathy and supported personal reflections on the probable experiences and needs of the hypothetical couple. The techniques were also useful in eliciting reflections on personal experiences, societal responses to dementia, and recommendations for improving the diagnostic conversation and supports for the post-diagnostic period. Overall, the techniques appeared to lessen some of the demands of direct questioning but were not manageable or meaningful for all participants. Further research should explore the vast array of projective techniques and engage in greater co-design and tailoring of research approaches to enhance the toolkit of dementia researchers. [ABSTRACT FROM AUTHOR]

Mind mapping is an innovative technique that is used to make contact among ideas by using main words that give directions to the human mind. Mind mapping facilitates the teaching-learning process for knowledge construction. This experimental study was conducted to examine the effect of mind-mapping activities on students' learning, academic achievement, and retention of knowledge. The study was carried out about science at the elementary level. The objectives of the study were to find out the effect of mind mapping activities on students learning in science at the elementary level at different levels of the cognitive domain of Bloom's taxonomy (knowledge, comprehension, application, and analyses). Grade 8 students of a public school located in a district of Punjab were taken as samples through a random sampling technique. The mind mapping method was used to teach students. The Pre-test-Post test Equivalent-Groups Design was selected. Two-month lesson planning was used for mind-mapping activities to teach the eighth graders. Two groups were made, one as an experimental and the other as the control group. Data analysis was carried out through SPSS 21. A T-test was used to compare both groups' performance. The findings of the study indicated that the experimental group participants achieved statistically significant and higher gains than students in the control group. The results from mind-mapping activities revealed that the mind-mapping technique has a positive impact on students' learning. [ABSTRACT FROM AUTHOR]

A mind map is an approach to the organisation of the human mind that prepares the ground for thinking. Inspired by the function of the mind in handling a situation, this article reports on an empirical study that evaluated the efficiency of mind map techniques and tools in formulating and refining information needs. The study examined graduate students' Internet information searching. Two simulated search tasks were completed by participants in two search sessions. The results revealed no statistically significant difference between searching with a mind map and without a mind map, and therefore, no advantage could be found for using a mind map in the search process. Participants were happier with their search session when not using mind maps; mind map might help information need clarification, but it is a barrier to interaction and serendipity retrieval. However, this could be due to the search setting where the mind map had to be used as a separate tool and not an integrated component of the search system. The article also discusses some potential benefits of mind mapping for searching. [ABSTRACT FROM AUTHOR]

Mind mapping is a powerful tool for teaching English as a foreign language, particularly in the context of learning and mastering English as a second language (L2). Visualizing the content contributes to a more effective memorization and error-free reproduction, even after some time. In the Ukrainian pedagogy, the didactic potential of "cognitive graphics" and specific means of its implementation calls for deeper studies and systemic representation as the concept itself is a multi-disciplinary phenomenon on the intersection of neuro-/psycholinguistics, psychology, theory of language communication, cognitivism, and web-design. That is why the aim of this work is to ascertain the essence of mind mapping as powerful means of teaching and learning English, to show its relations with ICT in designing an effective set of academic tasks and stimulating the student's digital competence. The innovative character benefits the perception, and thus, the interiorization of the course content, increases the academic performance of students and their confidence in their abilities providing internal motivation for further work. As a result, the student's selfassessment receives additional clarity, communication in L2 gets extra motivation, critical analysis skills and soft skills develop better creating a sturdy foundation set of skills for a highly professional graduate from a Ukrainian university. [ABSTRACT FROM AUTHOR]