The Effect of Mind Mapping-Aided Scientific Approach and Learning Style on Student’s Reasoning

Proceedings of the First International Conference on Technology and Educational Science Pub Date : 1900-01-01 DOI:10.4108/eai.21-11-2018.2282193

Gede Astawan, Dewa Nyoman Sudana, Ni Wayan Arini, N. Rati

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Abstract

This study aimed at analyzing: (1) the effect of mind mapping-aided scientific approach on student’s reasoning, (2) the effect of learning style on student’s reasoning, and (3) the effect of the interaction between mind mapping-aided scientific approach and learning style on student’s reasoning. This study used a quasi-experiment non-equivalent posttest only control group design. The data were collected by using reasoning test and the data on learning style by using a standard test. The data were analyzed the two-way ANOVA statistical analysis. Based on the analysis it was found out that 1) there was a significant effect of the mind mapping-aided scientific approach on the student’s reasoning (p<0.05). 2) there was a significant effect of field independent and field dependent learning styles on the student’s reasoning (p<0.05). 3) there was no significant effect of the interaction between mind mapping-aided scientific approach and learning style on the student’s reasoning (p> 0.05).

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思维导图辅助科学方法与学习方式对学生推理能力的影响

本研究旨在分析:(1)思维导图辅助科学方法对学生推理能力的影响;(2)学习风格对学生推理能力的影响;(3)思维导图辅助科学方法与学习风格交互作用对学生推理能力的影响。本研究采用准实验非等效后测纯对照组设计。数据采用推理测验收集，学习风格数据采用标准测验收集。数据采用双因素方差分析进行统计分析。通过分析发现:1)思维导图辅助科学方法对学生推理能力有显著影响(p < 0.05)。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Proceedings of the First International Conference on Technology and Educational Science

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