The effect of using mind maps technique on academic achievement and attitude in science education course

With the science education program, it is important to train future science literacy in an acquired way. Growing up with this goal will tell about the nature and developmental phenomena of science; understands the basic concepts, rules, principles, laws and theories and is comprehensive in the process. Problems are in the solution and the decision is in the preparation phase. Science and technology also imagine science and the environment; A richer and more sophisticated lifestyle gains interests. From this visual, visual maps, which are one of the activities where they can review their visual and intellectual structures, will be shown to a lot of young people. The purpose of this product is to investigate the academic success and course of the course of the education plan of Science. As a model of the research, it is done by applying and applying quantitative applications fully. In the study, the application was carried out with two groups of sixteen people, the experimental and the control group. In this study, as data collection tools, only the pre-test and post-test were applied face-to-face to the control group simultaneously and in the same environment; On the other hand, the students in the experimental group were administered a face-to-face pre-test, a post-test after the application, an attitude scale towards Science lesson in online environments and a semi-structured interview form. The applications in both groups were made by the researcher and the mind mapping technique training given to the experimental group was given by the researcher. With the study, it was ensured that the students got rid of their ongoing habits of taking notes, writing the notes in their notebooks as they are in long sentences; by showing mind maps, the concepts related to the subject were tried to be introduced. At the same time, measurement and evaluation were made by making students draw mind maps about the subject during the process. When the data of the experimental group are examined, it is seen that there is a big difference of 15.9375 between the averages according to the analyzes of the tests applied before and after the application, and a significant difference between the two applications is observed due to the p value being approximately 0.000165 and p<0.005. The most important factor of this difference is the application of the mind map technique to the group. The students organized the gains that they had learned and structured incorrectly before, by supporting them with visual and meaningful learning, and they minimized the possibility of making mistakes in these subjects. With the attitude scale, it was determined that the students most enjoyed painting, collaborative work, putting information on paper, free work during the application phase, finding concepts and coloring these concepts in mind map making. Based on the data in the semi-structured interview form applied to the experimental group, learners successfully perform the visualization of the information, the synthesis of the existing knowledge with the newly added knowledge, and the use of the right and left brain together during learning, with the mind map technique. Considering the situations such as the use of the mind maps technique, which realizes meaningful learning, can eliminate the uniformity of the course and the students will be more active in the course participation, students and teachers can use it not only in the Science course, but also in other courses. Since it serves many areas of the theory of multiple intelligences, the use of mind mapping technique, which reinforces features such as schematization, coloring and symbolization in order to establish a connection between concepts, is not only at the secondary school level; Students should be encouraged to use this technique in almost every area of life, starting from pre-school, giving training on mind mapping to university and beyond.