2017_06_01_07 - PegasJournal

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Issues > Issue n1 2017 > section1_2017
Jana Duchovicova  Nina Kozarova

doi: 10.18355/PG.2017.6.1.7

The aim of the research was to find out the ability of students  to interpret their own mental representation of the learning content from History through the mind mapping. The second aim was to find out whether the mind mapping has a positive impact on structuring the knowledge in the exposition of the learning content. The partial aim was also to compare the influence of the preferred learning style on the consistence of the mind map at the particular level of education. The authors present the results of identification of the correlation between the learner´s learning style and the mental representation of the learning content through the mind maps. Particularly, it focuses on the frequency of the notions used in the maps. The authors searched for the answer whether the particular learning style (auditive, visual, kinaesthetic, and tactile) influences the mental representation of the learning content.(appeared in acquisition of notions.) The LSI Inventory by Dunn, Dunn, Price and a mind mapping test were used in the research and a chi-square test for independence was used for evaluation. 115 respondents were involved in a research group. By analysing the results we found out that the learning style has no influence on mental representation of the learning content by the learners. 

Key words
learning style, preference of senses, mental representation of the learning content, mind mapping

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