Proposal Title
Influence of Thinking Maps on the Science Achievement of Students in Middle Grades
Abstract
This study assessed the effectiveness of Thinking Maps ™ on middle grade students (6-8) 2012-13 and 2013-14 science scores based on teacher’s perceptions of TM and whether they find it useful in their classroom instruction. A mixed-methods study design was utilized. Results indicated that science scores from 2012-13 to 2013-14 were significantly higher in those classrooms where the teacher perceived TM as useful and used it consistently and frequently in their classroom than those teachers who did not frequently use it. The interaction effect was more evident in the 2013-14 school year that is after using Thinking Maps. The qualitative teacher survey results indicated that they faced several challenges when trying to use TM in an effective manner.
Keywords
Mixed-Methods, Teacher’s perceptions, thinking maps, Science achievement
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Akin, Lynn; Acharya, Parul; and Greer, Deirdre, "Influence of Thinking Maps on the Science Achievement of Students in Middle Grades" (2018). Georgia Educational Research Association Conference. 32.
https://digitalcommons.georgiasouthern.edu/gera/2018/2018/32
Influence of Thinking Maps on the Science Achievement of Students in Middle Grades
This study assessed the effectiveness of Thinking Maps ™ on middle grade students (6-8) 2012-13 and 2013-14 science scores based on teacher’s perceptions of TM and whether they find it useful in their classroom instruction. A mixed-methods study design was utilized. Results indicated that science scores from 2012-13 to 2013-14 were significantly higher in those classrooms where the teacher perceived TM as useful and used it consistently and frequently in their classroom than those teachers who did not frequently use it. The interaction effect was more evident in the 2013-14 school year that is after using Thinking Maps. The qualitative teacher survey results indicated that they faced several challenges when trying to use TM in an effective manner.
