decided to introduce my classes to a note-taking
concept called Thinking Maps, which allowed
students to summarize information using visual
techniques not commonly found in the outline
format of my lecture notes. These graphic
representations of thought allow students to
abandon the outline format that they were
accustomed to and demonstrate a more free-form
expression of their learning using the eight different
styles of map. For example, a Circle Map asks
students to place the main idea in the center, and
then add descriptions of the topic around it. A
Double Bubble Map allows students to visually
compare and contrast ideas using a series of bubbles
connected to their topic. It is the goal of this
research to determine whether the use of Thinking
Maps will benefit students in their note taking
abilities, thus increasing their level of achievement
and understanding.
Mind Mapping Thinking Maps
In order for mind mapping to be successful, it is
important that learners find a way to make the
information relevant to their own lives. A great deal
of research has indicated that the best way for
learners to grasp a new concept is to construct a
visual representation of it. Mind maps are a “useful
tool for helping younger students with the process
of building conceptual understanding of content and
promoting achievement” (Mona & Khalick, 2008,
p. 298). By using mind maps instead of traditional
methods, students are able to visualize links
between non-linear ideas, which in turn provides for
creativity and meaningful learning. The use of color
is often used to differentiate different ideas
contained within the map, which “enhances the
utility and meaningfulness to learners who construct
them” (Mona & Khalick, 2008, p. 298). Because
mind maps are essentially the visual representation
of student thought, they allow for a greater retention
of information.
One of the most important aspects of the Thinking
Maps is the ability for students to display critical
thinking skills in order to complete their maps. In
his study on the improvement of critical thinking
skills, Carl Savich noted that the focus on “critical
and independent thinking” were effective ways for
teachers to maximize the engagement of the
students in his class (Savich, 2009, p. 4).
Specifically, Savich utilized role-playing and
simulations to convey material to the students - a
process which required all students to be engaged in
a more critical manner of thinking. Savich
concluded that his inquiry method of teaching
allowed even the least confident students in his
class to feel connected to the material, which in turn
allowed them to see “the bigger picture” of history
(Savich, 2009, p 4). In the same manner, Thinking
Maps allow for students to feel more connected to
the material, as it forces them to map out their
thought process on paper, which leads to an
increase in connections between content and
experience.
One of the initiators of the mind mapping was
David Hyerle who maintained that brainstorming,
organizers, and process maps were integral to
“building conceptual links” in student
understanding and recollection (Mona & Khalick,
2008, p. 299). When these three qualities are
applied to mind mapping, they allow students to
visualize their own thought process, in addition to
making the construction of knowledge personal to
them. Many of the maps developed by Hyerle were
inspired by more conventional diagrams, such as the
Venn diagram and timelines; however, Hyerle’s
thinking maps were unique in the sense that they
forced the students to construct new knowledge
about a topic while simultaneously recalling what
they already knew. Because these maps allowed
students to construct their thoughts in different
ways (kinesthetically, verbally, etc) they have been
proven to “increase the retention ability among
learners when the target information is visualized”
(Mona & Khalick, 2008 p. 300). Additionally, it has
been determined that if students are offered control
over their map constructions, the maps have a
positive impact on student achievement because
they “embody metacognitive models with certain
structures” (Mona & Khalick, 2008, p. 300). The
study conducted by Mona and Khalick was guided
by the following questions: what is the effect of
using mind mapping on 8th grade students, does the
impact of using mind mapping interact with prior
achievement levels, and what is the relationship
between different elements of participants’ mind
maps.