Abstract
This chapter describes research using mind maps and the software Mind Manage to improve students’ abilities to solve chemistry problems during a transition period of chemistry instruction in China. Mind maps were first introduced and put into practice in chemistry elective courses by the author in 2005. In the 2008 fall semester, 19 students from the 10th grade started to learn the theory of mind maps and the use of Mind Manager, applying them to the study of solving chemical problems in Nanjing No. 3 High School. The aim was to explore and enhance students’ problem-solving competence. The course adopted the processes of “cognitive reception – imitation practice – self exploration” so as to observe the influence of this new way of thinking on students’ change in regard to solving chemistry problems. Students were prompted to think divergently and comprehensively and to apply multidisciplinary knowledge to solving chemistry problems. The results indicate that students can consciously apply mind maps to solving chemistry problems and showed a variety of representation methods. The students’ ability to solve problems was improved. A significant difference appeared between the control group and the experimental group. The results indicate that mind maps and Mind Manager can effectively improve competence and achievement of students in chemistry.
This chapter presents research results of the project “Action Research on Applying Mind Map to Optimize Teaching Effectiveness Under the New Curriculum,” which is sponsored by the Nanjing Middle-Young Tip-Top Talents Program (2008), “Study and Reflection of Teaching Result on Applying Mind Map to Optimize Teaching Effectiveness Under the New Curriculum”; the eleventh Five-Year Provincial Educational Programming Research Topic: “Action Research on (Chemistry) Instructional Strategies, Pattern, and Excellent Case Under the New Curriculum”(No. D/2006/01/093).
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- 1.
Table 1 is date analysis of chemical mid-term exam in Grade 10, in Nov. 2008. The significant value is 0.05.
- 2.
Table 2 is date analysis of chemical final exam in Grade 10, in Jan. 2009. The significant value is 0.05.
- 3.
Figure 3 indicates the mindmap which is applicated for solution through MINDMANAGER by Student A.
- 4.
Figure 4 indicates the mind map which is made for the same question after one-semester training by Student A.
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Lu, Z., Zou, Z., Zhang, Y. (2013). Application of Mind Maps and Mind Manager to Improve Students’ Competence in Solving Chemistry Problems. In: Chiu, MH., Tuan, HL., Wu, HK., Lin, JW., Chou, CC. (eds) Chemistry Education and Sustainability in the Global Age. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4860-6_20
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