Preschool children's mind maps consisted mostly of first- and second-level branches, with cross links and examples appearing rarely and only in specific themes¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2022: baselines and conditions change

Subclaims¶

q2 i? By number, children drew Level 1 branches most, then Level 2 and Level 3; by score, Level 2 branches scored highest. → Polat 2017 q2 i? Children created cross links only for the Dinosaurs theme and gave examples only for the Food theme. → Polat 2017 (2)

Evidence¶

Polat 2017¶

Polat, O., Yavuz, E., A. & Tunc, A., B., O. (2017). The effect of using mind maps on the development of mathematics and science skills. Cypriot Journal of Educational Science. 12(5), 32-45. https://eric.ed.gov/?id=EJ1140786

q2 · i? · causal · r1

Percentage-frequency analysis of the scored elements across the five mind maps made by the 15 experiment-group children; the article reports that "children scored highest in Level 2 branches", with Level 1 next. Descriptive analysis only, no effect size.

"It was found that children scored highest in Level 2 branches, followed by Level 1, Level 3 and Level 4 branches, cross links, relationships, and examples."

Polat 2017 (2)¶

Polat, O., Yavuz, E., A. & Tunc, A., B., O. (2017). The effect of using mind maps on the development of mathematics and science skills. Cypriot Journal of Educational Science. 12(5), 32-45. https://eric.ed.gov/?id=EJ1140786

q2 · i? · causal · r1

Descriptive finding from Table 5 across the water, clothes, food, toys and dinosaurs themes: children created only first, second and third levels in Water and Clothes, whereas they established relationships in Dinosaurs, Food and Toys. Cross links totalled 3 and examples 2 across all maps.

"A striking finding of the study was that children could only create a cross link regarding the Dinosaurs theme, and they could only give examples about the Food theme."

Discussion¶

Related Claims¶

• Mind mapping significantly improves knowledge retention in neuroanatomy learning versus didactic lecture (Teli et al., 2020) — related
• Children who worked with mind maps achieved better science skills post-test scores than children who did not — related
• Children aged 48-60 months who worked with mind maps for 10 weeks achieved better maths skills post-test scores than children who did not — related