THE EFFECTIVENESS OF MIND MAPPING ON THE DEVELOPMENT OF CRITICAL THINKING SKILLS IN SECONDARY EDUCATION
Keywords:
Mind mapping, critical thinking, secondary educationAbstract
Mind mapping has evolved from a creative brainstorming aid into an instructional strategy that promises measurable cognitive dividends. Pre- and post-testing with the California Critical Thinking Skills Test and classroom discourse analysis revealed statistically significant gains for the experimental cohort in interpretation, inference and self-regulation subscales (p < 0.01). Qualitative classroom observations further indicated richer argumentative dialogue and greater metacognitive awareness among mind-mapping participants. The discussion positions these outcomes within constructivist theory, highlighting the technique’s dual role as an external memory aid and a scaffold for dialogic reasoning. Implications for teacher training, curriculum design and future longitudinal research are proposed.
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