"Making your mind work in a different way" Mind maps as a tool for learning and writing an assignment with post graduate certificate in education (PGCE) PE students.
Cardiff Metropolitan University
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The effectiveness of mind mapping within education shows scarcity of research. Furthermore, the Higher education university sector has prevailed no research towards the use of mind mapping with PGCE students. The aim of the current study was to evaluate the use of mind maps for PGCE PE students as a tool for learning, specifically for writing an assignment. The main objectives were to identify student’s perceptions of using mind maps as a learning tool, specifically to help write their assignment. Secondly, identify the Head of PGCE PE’s perception towards the impact of students using mind maps as a tool for learning, and finally, to identify whether the role of mind maps differ according to the type of PGCE PE learner. This study adopted a predominantly qualitative design, using five PGCE PE students in a focus group and an interview with the Head of PGCE as its source of data collection with the use of descriptive numbers to add further evidence and support. The focus group comprised students of various learning styles, interpersonal, logical/mathematical and kinaesthetic, as well as a diverse application of mind maps. A deductive and inductive content analysis was conducted which lead to the emergence of four key themes. Firstly, mind mapping as a learning tool. Secondly, "making your mind work in a different way" through the use of your visual brain. Thirdly, mind mapping as a planning tool for writing an assignment and finally the application of a mind map. The results of this study found mind maps to fit diverse individuals and their learning styles, as well as being a great visual source by making your mind work in a different way. Mind mapping as a planning tool lacked use and was domineered by the linear approach due to participant’s familiarisation and comfort. Future research could look to use a larger sample group to gain broader opinions towards mind mapping as well as various other learning styles. The findings of this study suggest that practice and tutorials should be provided towards the use of mind mapping to ensure students are comfortable using it.
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