Mind Map Our Way into Effective Student Questioning: a Principle-Based Scenario

Stokhof, Harry; Vries, Bregje de; Bastiaens, Theo; Martens, Rob

doi:10.1007/s11165-017-9625-3

Cited by 25 publications

(31 citation statements)

References 37 publications

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“…Having studied the effectiveness on the experienced curriculum in a previous study (Stokhof et al 2017b), the focus in this study was on collecting the first evidence on the effectiveness in terms of student learning outcomes. Therefore, this study was set up as a single group pre-posttest design, for its aim is to find out if guidance of student questioning by means of mind mapping will support this group of students in attaining the curricular objectives.…”

Section: Methodsmentioning

confidence: 99%

“…The scenario was developed in close collaboration with practitioners in a 4-year study consisting of multiple iterations of design, implementation, and evaluation (Stokhof et al 2017b). …”

Section: Theoretical Framework Design Principles For Effective Studenmentioning

confidence: 99%

“…Having developed a principle-based scenario for teacher guidance in a previous study (Stokhof et al 2017b), the next step in the design-based research project was to identify the impact of the scenario on the learning outcomes for students. The assumption was that the scenario supports effective student questioning.…”

Section: Measuring Curricular Objectives In Mind Mapsmentioning

confidence: 99%

“…In these brainstorms, students used the classroom mind map as question-focus to generate as many questions about the topic as possible, regardless of quality or formulation. By welcoming all questions in this phase, emerging student questioning was fostered and students were encouraged to explore their own wonderings and extend each other's ideas (Stokhof et al 2017b). The output of this phase was a large repository of initial student questions.…”

Section: Treatmentmentioning

confidence: 99%

“…Then, a follow-up study was conducted that focused on the development and refinement of a prototype of the scenario for teacher guidance in several iterations of design, implementation, evaluation, and redesign (Stokhof et al 2017b). The evaluation focused on the relevance, practicality, and process effectiveness of the scenario.…”

Section: Introductionmentioning

confidence: 99%

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Using Mind Maps to Make Student Questioning Effective: Learning Outcomes of a Principle-Based Scenario for Teacher Guidance

Stokhof

Vries²,

Bastiaens

et al. 2018

Res Sci Educ

Self Cite

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Student questioning is an important learning strategy, but rare in many classrooms, because teachers have concerns if these questions contribute to attaining curricular objectives. Teachers face the challenge of making student questioning effective for learning the curriculum. To address this challenge, a principle-based scenario for guiding effective student questioning was developed and tested for its relevance and practicality in two previous studies. In the scenario, which consists of a sequence of pedagogical activities, mind maps support teachers and students to explore and elaborate upon a core curriculum, by raising, investigating, and exchanging student questions. In this paper, a follow-up study is presented that tested the effectiveness of the scenario on student outcomes in terms of attainment of curricular objectives. Ten teachers and their 231 students participated in the study. Pre-and posttest mind maps were used to measure individual and collective learning outcomes of student questioning. Findings show that a majority of students progressed in learning the core curriculum and elaborated upon it. The findings suggest that visualizing knowledge construction in a shared mind map supports students to learn a core curriculum and to refine their knowledge structures.

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Section: Methodsmentioning

confidence: 99%

“…The scenario was developed in close collaboration with practitioners in a 4-year study consisting of multiple iterations of design, implementation, and evaluation (Stokhof et al 2017b). …”

Section: Theoretical Framework Design Principles For Effective Studenmentioning

confidence: 99%

Section: Measuring Curricular Objectives In Mind Mapsmentioning

confidence: 99%

Section: Treatmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Using Mind Maps to Make Student Questioning Effective: Learning Outcomes of a Principle-Based Scenario for Teacher Guidance

Stokhof

Vries²,

Bastiaens

et al. 2018

Res Sci Educ

Self Cite

View full text Add to dashboard Cite

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Design and the technology acceptance model analysis of instructional mapping

Dai

Wang

Liu

et al. 2020

Comp Applic In Engineering

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As a simple and effective tool of information integration, mind mapping can facilitate students' epistemic efficiency and improve teachers' pedagogical content knowledge, which can solve the problems being encountered in the reform of Chinese universities. To establish a systematic instructional method for mind mapping, this paper proposed a new instructional mode based on mind mapping and developed instructional mapping (IM), a classroom teaching software based on the starC system. The starC system is a cloud learning platform, which integrates learning resource, intelligent management, online community, and third‐party service. The starC system has been in use in 16 smart classrooms of Central China Normal University since 2017. However, it seems that many teachers prefer traditional instructional modes than IM. To determine the factors that can encourage teachers to accept IM, we carried out an empirical study based on the technology acceptance model (TAM). The external variables were school factors and student factors. School factors included evaluation and incentive systems. Student factors included students' interest in IM and their evaluation of teachers' use of IM. The empirical study was validated using survey data from 110 teachers. The findings in the TAM analysis revealed significant evidence in favor of the adoption of IM and provided theoretical and practical implications for teachers, school administrators, and instructional mode researchers and developers.

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