Try This: Collaborative Mind Mapping

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Mendelson, Melissa

2016-01-01

In this "Try This" article, students learn about collaborative mind mapping. A mind map is a type of graphic organizer that allows for short ideas to be written and linked to related ideas on a "map." A central idea is placed in the middle of the paper with related ideas connected to the central idea as well as to other ideas.…

PENERAPAN METODE MIND MAPPING (PETA PIKIRAN UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF MATEMATIK SISWA SMP

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Rijal Darusman

2014-09-01

-experimental pretest-posttest control group, the treatment methods of teaching and learning mind mapping regular (conventional. Collecting data in this study is a description of the test as much as 4 questions, then the data is the ability to think creatively math scores of students were analyzed with descriptive and inferential statistics using two different test average. Based on the results of the data analysis we concluded that the increase in the ability to think creatively mathematical junior high school students are learning to use mind mapping method is better than the usual way. Keywords: Creative Thinking Mathematics, Mind Mapping.

[Utility of conceptual schemes and mental maps on the teaching-learning process of residents in pediatrics].

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Cruza, Norberto Sotelo; Fierros, Luis E

2006-01-01

The present study was done at the internal medicine service oft he Hospital lnfantil in the State of Sonora, Mexico. We tried to address the question of the use of conceptual schemes and mind maps and its impact on the teaching-learning-evaluation process among medical residents. Analyze the effects of conceptual schemes, and mind maps as a teaching and evaluation tool and compare them with multiple choice exams among Pediatric residents. Twenty two residents (RI, RII, RIII)on service rotation during six months were assessed initially, followed by a lecture on a medical subject. Conceptual schemes and mind maps were then introduced as a teaching-learning-evaluation instrument. Comprehension impact and comparison with a standard multiple choice evaluation was done. The statistical package (JMP version 5, SAS inst. 2004) was used. We noted that when we used conceptual schemes and mind mapping, learning improvement was noticeable among the three groups of residents (P evaluation tool when compared with multiple choice exams (P < 0.0005). Based on our experience we recommend the use of this educational technique for medical residents in training.

The efficacy of the 'mind map' study technique.

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Farrand, Paul; Hussain, Fearzana; Hennessy, Enid

2002-05-01

To examine the effectiveness of using the 'mind map' study technique to improve factual recall from written information. To obtain baseline data, subjects completed a short test based on a 600-word passage of text prior to being randomly allocated to form two groups: 'self-selected study technique' and 'mind map'. After a 30-minute interval the self-selected study technique group were exposed to the same passage of text previously seen and told to apply existing study techniques. Subjects in the mind map group were trained in the mind map technique and told to apply it to the passage of text. Recall was measured after an interfering task and a week later. Measures of motivation were taken. Barts and the London School of Medicine and Dentistry, University of London. 50 second- and third-year medical students. Recall of factual material improved for both the mind map and self-selected study technique groups at immediate test compared with baseline. However this improvement was only robust after a week for those in the mind map group. At 1 week, the factual knowledge in the mind map group was greater by 10% (adjusting for baseline) (95% CI -1% to 22%). However motivation for the technique used was lower in the mind map group; if motivation could have been made equal in the groups, the improvement with mind mapping would have been 15% (95% CI 3% to 27%). Mind maps provide an effective study technique when applied to written material. However before mind maps are generally adopted as a study technique, consideration has to be given towards ways of improving motivation amongst users.

a comparative survey on mind mapping tools

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Avgoustos A. TSINAKOS

2009-07-01

Full Text Available Mind Mapping is an important technique that improves the way you takes notes, and enhances your creative problem solving. By using Mind Maps, you can quickly identify and understand the structure of a subject and the way that pieces of information fit together, as well as recording the raw facts contained in normal notes. It can also be used as complementary tools for knowledge construction and sharing. Their suitability as a pedagogical tool for education, e-learning and training, increases their importance. Also, in a world of information overload and businesses struggling to keep up with the place of change, knowledge workers need effective tools to organize, analyze, brainstorm and collaborate on ideas. In resent years, a wide variety of mind mapping software tools have been developed. An often question that comes up, due to this plethora of software tools, is “which is the best mind mapping software?” Anyone who gives you an immediate answer either knows you and your mind mapping activities very well or their answer in not worth a lot. The “best” depends so much on how you use mind maps. In this paper we are trying to investigate different user profiles and to identify various axes for comparison among mind mapping tools that are suitable for a specific user profile, describe each axis and then analyze each tool.

Mind Maps as Classroom Exercises

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Budd, John W.

2004-01-01

A Mind Map is an outline in which the major categories radiate from a central image and lesser categories are portrayed as branches of larger branches. The author describes an in-class exercise in which small groups of students each create a Mind Map for a specific topic. This exercise is another example of an active and collaborative learning…

KEEFEKTIFAN PEMBELAJARAN KOOPERATIF MODEL MIND MAPPING BERBANTUAN CD PEMBELAJARAN TERHADAP HASIL BELAJAR

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Ratri Rahayu

2012-06-01

of study of students who were taught mind mapping learning assisted CD learning has met KKM better than the proportion of study of students who are taught with direct instruction teaching. The conclusions obtained in this study is the learning mind mapping assisted CD learning is more effective than learning mathematics with direct instruction to improve learning outcomes of students in class VIII in the Pythagorean theorem subject matter.

Brain/MINDS: brain-mapping project in Japan

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Okano, Hideyuki; Miyawaki, Atsushi; Kasai, Kiyoto

2015-01-01

There is an emerging interest in brain-mapping projects in countries across the world, including the USA, Europe, Australia and China. In 2014, Japan started a brain-mapping project called Brain Mapping by Integrated Neurotechnologies for Disease Studies (Brain/MINDS). Brain/MINDS aims to map the structure and function of neuronal circuits to ultimately understand the vast complexity of the human brain, and takes advantage of a unique non-human primate animal model, the common marmoset (Callithrix jacchus). In Brain/MINDS, the RIKEN Brain Science Institute acts as a central institute. The objectives of Brain/MINDS can be categorized into the following three major subject areas: (i) structure and functional mapping of a non-human primate brain (the marmoset brain); (ii) development of innovative neurotechnologies for brain mapping; and (iii) human brain mapping; and clinical research. Brain/MINDS researchers are highly motivated to identify the neuronal circuits responsible for the phenotype of neurological and psychiatric disorders, and to understand the development of these devastating disorders through the integration of these three subject areas. PMID:25823872

Brain/MINDS: brain-mapping project in Japan.

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Okano, Hideyuki; Miyawaki, Atsushi; Kasai, Kiyoto

2015-05-19

There is an emerging interest in brain-mapping projects in countries across the world, including the USA, Europe, Australia and China. In 2014, Japan started a brain-mapping project called Brain Mapping by Integrated Neurotechnologies for Disease Studies (Brain/MINDS). Brain/MINDS aims to map the structure and function of neuronal circuits to ultimately understand the vast complexity of the human brain, and takes advantage of a unique non-human primate animal model, the common marmoset (Callithrix jacchus). In Brain/MINDS, the RIKEN Brain Science Institute acts as a central institute. The objectives of Brain/MINDS can be categorized into the following three major subject areas: (i) structure and functional mapping of a non-human primate brain (the marmoset brain); (ii) development of innovative neurotechnologies for brain mapping; and (iii) human brain mapping; and clinical research. Brain/MINDS researchers are highly motivated to identify the neuronal circuits responsible for the phenotype of neurological and psychiatric disorders, and to understand the development of these devastating disorders through the integration of these three subject areas.

Maps & minds : mapping through the ages

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,

1984-01-01

Throughout time, maps have expressed our understanding of our world. Human affairs have been influenced strongly by the quality of maps available to us at the major turning points in our history. "Maps & Minds" traces the ebb and flow of a few central ideas in the mainstream of mapping. Our expanding knowledge of our cosmic neighborhood stems largely from a small number of simple but grand ideas, vigorously pursued.

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

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

2017-07-01

Student questioning is an important self-regulative strategy and has multiple benefits for teaching and learning science. Teachers, however, need support to align student questioning to curricular goals. This study tests a prototype of a principle-based scenario that supports teachers in guiding effective student questioning. In the scenario, mind mapping is used to provide both curricular structure as well as support for student questioning. The fidelity of structure and the process of implementation were verified by interviews, video data and a product collection. Results show that the scenario was relevant for teachers, practical in use and effective for guiding student questioning. Results also suggest that shared responsibility for classroom mind maps contributed to more intensive collective knowledge construction.

Otak, Bahasa dan Pikiran dalam Mind Map

OpenAIRE

Siti Shalihah

2014-01-01

Language and mind are firmly related to each other. The mind can not be separated from language, since language is expressions of minds. Without language, one can not be able to convey things in his/her minds and they are never be able to be understood by the others. Thus, language is the way to grasp one's thought.  This article deals with the relationship between Mind Map and the structure of brain, how it works, and what to do with language and thinking. From concept of mind map ...

Profiling a Mind Map User: A Descriptive Appraisal

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Tucker, Joanne M.; Armstrong, Gary R.; Massad, Victor J.

2010-01-01

Whether manually or through the use of software, a non-linear information organization framework known as mind mapping offers an alternative method for capturing thoughts, ideas and information to linear thinking modes such as outlining. Mind mapping is brainstorming, organizing, and problem solving. This paper examines mind mapping techniques,…

Using Mind Maps to Improve Medical Student Performance in a Pharmacology Course at Kunming Medical University.

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Ying, Guo; Jianping, Xie; Haiyun, Luo; Xia, Li; Jianyu, Yang; Qun, Xuan; Jianyun, Yu

2017-07-01

To determine whether students using mind maps would improve their performance in a final examination at the end of lecture-based pharmacology course. Aquasi-experimental study. Kunming Medical University, from September 2014 to January 2015. One hundred and twenty-two (122) third year undergraduate medical students, starting a 48-hour lecturebased pharmacology course, volunteered to use mind maps as one of their study strategies (intervention group), while the remaining 100 students in the class continued to use their usual study strategies (control group) over the duration of the course. The performance of both groups in the final course examination was compared. Students in the intervention group also completed a questionnaire on the usefulness of mind maps during the course and in preparation for the final examination. The students' performance of intervention group was superior to performance of the control group in all parts of a multi-modal final examination. For the multiple choice questions and comprehensive scores, average marks of 45.97 ±7.22 and 68.07 ±12.77, respectively were acquired by the control group, and 51.77 ±4.95 (pcontrol group, and were all significantly higher at 8.00 (4.00) (p=0.024), 10.00 (2.00) (pmind maps helped them to prepare more efficiently for the final exam; 90.91% believed that mind maps helped them to better understand all of pharmacology. Ninety-one percent also thought that mind maps would help them to better understand other disciplines, and 86.36% students would like the lecturers to utilize mind mapping as an alternative to conventional teaching formats, such as the use of Power Point. The addition of mind maps to students' study of pharmacology at Kunming Medical University improved their performance in all aspects of a multi-modal final examination.

Mental Maps: A new instrument for teaching-learning-evaluation of engineering students

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Oleschko, K.

2009-04-01

The use of interactive mind maps for teaching-learning-evaluation of postgraduate students is still not very common in Geosciences. Notwithstanding, these maps allow students to organize the huge volumes of information and data they are faced with (www.spinscape.com) for efficient research project elaboration and for understanding of basic anzatz and conjectures (Singer, 2009). The elaboration of mind maps is introduced as a principle teaching-learning-evaluation instrument (Cruza and Fierros, 2006) in my Research Methodology Seminar. Each student should to construct three types of multiscale mind maps before to write the formal proposal (Curiel and Radvansky, 2004; Zimmer, 2004). The main goal is to show how useful is to manage the physical, mathematical and linguistic information on the same structured way (Montibeller and Belton, 2009; Chu et al., 2009). The mental representation of the spatially and time organized physical world (physical map) is combined with the design of hierarchical tree of mathematical models used to describe it in mathematical terms (the map composed only by mathematical symbols), visualizing this tree branches by corresponding images inside the third map consisting on images. This three-faced representation of each research project helps the participant to perceive the complex nature of studied systems and visualize their features of universality and scale invariance. The maṕs elaboration is considered to be finished when any student of other specialties become able to present it in acceptable scientific way. Some examples of recent mental maps elaborated by the master degree students of Queretaro University, Mexico will be presented and discussed. Based on my experience I recommend this education technique in order to pass from sustainable engineer teaching to educate the engineers of Sustainability. References 1. Chu, H.-Ch., Chen, M.-Y., Chen, Y.-M., 2009. A semantic-based approach to content abstraction and annotation for content

PENERAPAN METODE MIND MAPPING PADA PEMBELAJARAN MATEMATIKA

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Rahma Faelasofi

2016-09-01

Full Text Available The objectives of this research was to solve how to increase students learning mathematic achievments on the subject of statistic. This study aims to determine whether the students learning mathematic achievments of the student SMP Muhammadiyah 1 Gadingrejo in the academic year of 2014-2015 using learning method mind mapping on the subject of statistics can be higher than the students’ learning mathematic achievments without using learning method mind mapping. This research is a quantitative approach. The population was all of the students in first grade of the SMP Muhammadiyah 1 Gadingrejo in the academic year of 2014- 2015. The samples of the research were taken by using the cluster random sampling technique. Based on hypothesis test, it can be included that there are differences in the average student learning achievments between using learning method mind mapping and learning method lecture on the subject of Statistics of the student in first grade of the SMP Muhammadiyah 1 Gadingrejo in the academic year of 2014-2015. Keywords: learning method mind mapping, students’ learning mathematic achievments

Mind Maps as a Lifelong Learning Tool

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Erdem, Aliye

2017-01-01

Mind map, which was developed by Tony Buzan as a note-taking technique, is an application which has the power of uncovering the thoughts which the brain has about a subject from different viewpoints and which activate the right and left lobes of the brain together as an alternative to linear thought. It is known that mind maps have benefits such…

Utilizing Mind Mapping to Summarize English Text with the Theme "American Culture"

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Vivi Aulia

2017-12-01

Full Text Available This research aims at knowing and describing on the utilization of mind mapping strategy in summarizing English text under the theme American Culture. It is conducted to the third semester of English Department students at STKIP PGRI Banjarmasin batch 2016 who take Reading III course. The instruments used in this research are observation sheet and documentation of students’ mind map products. The observation sheet is analyzed qualitatively by describing the important result of observation process while the students’ mind maps are analyzed quantitatively using mind mapping scoring rubric. They create mind mapping in post-reading activity. After reading, they have to summarize the text written through mind map. The result from the observation sheet shows that during four meetings of learning to create mind maps, students carry out the steps of creating mind map well. Although they get difficulties in early activities of this process, however, they can accomplish it well in the last meeting with a different topic of the text. Moreover, there are 17 (51% of 33 students as the subject of this research who have a good score on their mind maps products. It indicates that utilizing mind map is good enough for helping them to summarize the text written.

THE INFLUENCE OF MIND-MAPPING STRATEGY ON STUDENTS‘ VOCABULARY MASTERY

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Rahmatika Dewi

2017-12-01

Full Text Available This paper is a quasi-experimental research. It was aimed to investigate the significant difference on vocabulary achievement between two groups who were taught by using Mind Mapping strategy and those who were taught by using Making Notes strategy. The subjects of this study were the students in class 5B and 5D of An-Nissa Islamic Billingual Elementary School of Semarang. 5B was the experimental group and 5D was the control group. In this research, I gave them a pre-test, treatments, and a post-test. I used the same instrument in the pre-test for both groups. They were asked to answer some questions of vocabulary test. The treatments were given in three meetings. The treatment used in the experimental group was Mind Mapping strategy, while the treatment in the control group was Making Notes strategy. The post-test in both groups were conducted after the treatments by using the same instrument as the pre-test but the position of question numbers were reshuffled. The result of the test was analyzed by using t-test formula to know the difference of the students‘ achievement in vocabulary between two groups. The analysis of the test result showed that the experimental group got better score than the control group. That calculation revealed that the hypothesis 1 (Ha was accepted and the hypothesis 2 (Ho was rejected. Based on the proven hypotheses, I concluded that Mind Mapping strategy is more effective to be implemented in teaching vocabulary than Making Notes strategy.

Effectiveness of Mind Mapping Technique in Information Retrieval Among Medical College Students in Puducherry-A Pilot Study

OpenAIRE

Kalyanasundaram, Madhanraj; Abraham, Sherin Billy; Ramachandran, Divija; Jayaseelan, Venkatachalam; Bazroy, Joy; Singh, Zile; Purty, Anil Jacob

2017-01-01

Background: The traditional teaching learning methods involve a one way process of transmission of knowledge leaving the students lacking behind in creative abilities. Medical schools need to change their teaching strategies to keep the interest of students and empower them for future self- learning and critical thinking. Objective: To assess the impact of mind mapping technique in information retrieval among medical college students in Puducherry. Methods: A pilot study was conducted using e...

UPAYA MENINGKATKAN HASIL BELAJAR IPS MELALUI METODE MIND MAP DENGAN MEDIA POWERPOINT

OpenAIRE

Anisa Fatmawati

2017-01-01

The low learning outcomes were caused by the lecture method, question and answer and discussion based on the students’ worksheet as well as the unoptimum media of teaching. The research was aimed to improve students’ learning outcome of social science on the topic of economic activities related to the natural resources in their areas through Mind Map method and Powerpoint media for the fourth graders SDN Pasir Wetan. This classroom action research consisted of two cycles and it had 2 meetings...

Physical Webbing: Collaborative Kinesthetic Three-Dimensional Mind Maps[R

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Williams, Marian H.

2012-01-01

Mind Mapping has predominantly been used by individuals or collaboratively in groups as a paper-based or computer-generated learning strategy. In an effort to make Mind Mapping kinesthetic, collaborative, and three-dimensional, an innovative pedagogical strategy, termed Physical Webbing, was devised. In the Physical Web activity, groups…

MIND MAP SIKLUS DAN MIND MAP LABA-LABA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SISWA SMP PADA POKOK BAHASAN BANGUN RUANG

OpenAIRE

Ida Zuraida; Rahayu Kariadinata; Wati Susilawati

2015-01-01

This study aimed to determine creative thinking ability of students received Mind Map Cycle, Spiders Mind Map and Conventional learning. Research was quasi experimental method with 8th grade students in one of junior high schools in Bandung as the subjects. Research instrument consist of pretest and posttest that contains questions to determine students' ability to think creatively on geometry subjects. Results showed that based on posttest score, students’ creative thinking ability was as fo...

Map Your Way to Speech Success! Employing Mind Mapping as a Speech Preparation Technique

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Paxman, Christina G.

2011-01-01

Mind mapping has gained considerable credibility recently in corporations such as Boeing and Nabisco, as well as in the classroom in terms of preparing for examinations and preparing for speeches. A mind map is a graphic technique for organizing an individual's thoughts and other information. It harnesses the full range of cortical skills--word,…

UPAYA MENINGKATKAN HASIL BELAJAR IPS MELALUI METODE MIND MAP DENGAN MEDIA POWERPOINT

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Anisa Fatmawati

2017-09-01

Full Text Available The low learning outcomes were caused by the lecture method, question and answer and discussion based on the students’ worksheet as well as the unoptimum media of teaching. The research was aimed to improve students’ learning outcome of social science on the topic of economic activities related to the natural resources in their areas through Mind Map method and Powerpoint media for the fourth graders SDN Pasir Wetan. This classroom action research consisted of two cycles and it had 2 meetings and each cycle. The procedure was planning, acting, observing and reflecting. The data were obtained through student’ worksheet (LKS, evaluation test (at the end of the cycle, scoring sheet of teacher activities, observation sheet of students’ activity in their cognitive, affective and psychomotor aspect and there were field notes and interview. The research and discussion that the use Mind Map methode and Powerpoint media could improve students’ cognitive aspect proven by mean of first cycle 72,57 (good criteria and 71,65% level of achievement (good enough while second cycle 80,31 (very good criteria and 92,26% level of achievement (very good. The affevtive mean score showed 3,08 (good criteria in the first cycle and the mean score 8,66 was in the second cycle (very good. The psychomotor aspect showed with mean score that 3,25 was in the first cycle (good criteria and 3,4 was in the second cycle (very good. It could be drawn that Mind Map methode and Powerpoint media could improve students’ learning outcomes off social science for the fourth graders.

Integrasi concise learning method dengan mind mapping dalam pembelajaran matematika di perguruan tinggi

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Ciptianingsari Ayu Vitantri

2017-11-01

Full Text Available [Bahasa]: Penelitian ini bertujuan untuk mendeskripsikan penerapan, pemahaman konsep, dan respon mahasiswa terhadap pembelajaran CLM  yang diintegrasikan dengan mind mapping pada mata kuliah aljabar linier elementer I. Penelitian ini termasuk dalam penelitian deskriptif kualitatif, dengan subjek penelitian adalah mahasiswa prodi matematika dan pendidikan matematika semester gasal tahun ajaran 2016/2017 yang mengambil mata kuliah aljabar linier elementer I. Instrumen utama dalam penelitian ini adalah peneliti sendiri dengan instrumen pendukung yaitu lembar observasi, tes pemahaman konsep, angket respon, dan pedoman wawancara. Hasil penelitian menunjukkan: 1 Langkah-langkah pembelajaran CLM yang diintegrasikan dengan mind mapping meliputi preview, participate, process (mengolah informasi dalam bentuk mind mapping, practice, dan produce. 2 Pemahaman konsep mahasiswa mengalami peningkatan setelah pembelajaran. Dan 3 Mahasiswa memberikan respon positif terhadap pelaksanaan pembelajaran CLM yang diintegrasikan dengan mind mapping. Kata kunci: Concise Learning Method; Mind Mapping; Pemahaman Konsep; Respon; Aljabar Linier Elementer. [English]: This research aimed to describe the implementation, students’ understanding and their responses on CLM integrated with mind mapping on Linear Elementary Algebra I course,  This research was qualitative descriptive research with the subjects involved were students of mathematics and mathematics education on 2016/2017 academic year who took Linear Elementary Algebra I course. The main instrument in this research was the researcher and the supporting instruments used are observation sheet, test, response questionnaire, and interview guide. The results showed that: 1 The steps of CLM integrated with mind mapping include preview, participate, process (process all information into mind mapping, practice, and produce. 2 The students’ understanding of the mathematics concept of were developed. And 3 the students

PEMBELAJARAN BERBASIS MIND MAP UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI RELASI & FUNGSI

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Flavia Aurelia Hidajat

2017-02-01

Full Text Available Abstract: Mind map-based Learning to Enhance Students’ Learning Outcomes of Relations and Functions Materials. This study is a classroom action research that aims to describe the mind map-based learning that can improve student learning outcomes in relation and functions materials. The subjects were students of class X BKJ 2 SMKN 5 Jember. The results showed that the learning-based mind map that can improve student learning outcomes in the material of relations and functions include two-cycle with four phases: (1 planning to prepare and validate the lesson plan (RPP, student’ worksheet (LKS, observation sheet activities of teachers and students, and the final test cycle, (2 the implementation of action which include: a the activities of preliminary with deliver of learning objectives, given of motivate, provide an explanation of the use of mind mapping and conduct a question and answer for dig students' initial knowledge about previous material and the material to be learned; b the activities of core with forming of students in small groups, students are given worksheets, students discuss in small groups, write down the results of the discussion on worksheets, create a mind map related to the discussion results for presentation to the class, and then present it to the class. At the time of presentation occurs asked-questions and discussions in the class related to the result of presentations; c the activities of cover that is teachers evaluate the results of class discussion and the results of the mind map group that has been presented, (3 the observation made by three observer, (4 the reflection about the results of the test, mind map and observations. Keywords: Mind Map, Learning Outcomes, Relation & Functions          Abstrak: Pembelajaran Berbasis Mind Map Untuk Meningkatkan Hasil Belajar Siswa Pada Materi Relasi dan Fungsi. Penelitian ini merupakan tindakan kelas yang bertujuan untuk mendeskripsikan pembelajaran berbasis mind map

The utilization of mind map painting on 3D shapes with curved faces

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Nur Sholikhah, Ayuk; Usodo, Budi; Pramudya, Ikrar

2017-12-01

This paper aims to study on the use of mind map painting media on material with 3D shapes with curved faces and its effect on student’s interest. Observation and literature studies were applied as the research method with the sake design of utilization of mind map painting. The result of this research is the design of mind map painting media can improve students' ability to solve problems, improve the ability to think, and maximize brain power. In relation, mind map painting in learning activities is considered to improve student interest.

The effect of using mind maps on the development of maths and science skills

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Ozgul Polat

2017-03-01

Full Text Available The aim of this study is to examine the effect of mind mapping activities on the maths and science skills of children 48 to 60 months of age. The study was designed using an experimental model with a pre-test post-test and a control group. Accordingly, the hypotheses of the study was that there would be meaningful differences in the values obtained from the pre-test and post-test scores in favor of the children working with mind maps compared to the ones who did not work with mind maps. In the examination of the development of mind maps, it was observed that as the children engaged in preparing mind maps, they used skills requiring high-level mind organization. Mind maps, which can be used in all areas of life, are believed to be supportive of children's development areas and to be an important strategy for children to adopt and experience during the time of childhood.

The Influence of Mind Mapping on Eighth Graders' Science Achievement

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Abi-El-Mona, Issam; Adb-El-Khalick, Fouad

2008-01-01

This study assessed the influence of using mind maps as a learning tool on eighth graders' science achievement, whether such influence was mediated by students' prior scholastic achievement, and the relationship between students' mind maps and their conceptual understandings. Sixty-two students enrolled in four intact sections of a grade 8 science…

Mind Map Kolaboratif Memanfaatkan Groupware Berbasis Cloud Storage

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Wenty Dwi Yuniarti

2016-07-01

Kajian ini membahas pemanfaatan groupware MindMup 2.0 untuk mengorganisasikan pengetahuan topik cabang ilmu elektronika menurut aturan Law of Mind Map,  dilakukan dalam kelompok kecil, dalam pembahasan ini dilakukan oleh empat siswa, dilakukan secara kolaboratif, sinkronous, tanpa friksi (zero friction dengan dukungan teknologi cloud storage, Google Drive.

Interrater reliability of the mind map assessment rubric in a cohort of medical students

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Zipp Genevieve

2009-04-01

Full Text Available Abstract Background Learning strategies are thinking tools that students can use to actively acquire information. Examples of learning strategies include mnemonics, charts, and maps. One strategy that may help students master the tsunami of information presented in medical school is the mind map learning strategy. Currently, there is no valid and reliable rubric to grade mind maps and this may contribute to their underutilization in medicine. Because concept maps and mind maps engage learners similarly at a metacognitive level, a valid and reliable concept map assessment scoring system was adapted to form the mind map assessment rubric (MMAR. The MMAR can assess mind map depth based upon concept-links, cross-links, hierarchies, examples, pictures, and colors. The purpose of this study was to examine interrater reliability of the MMAR. Methods This exploratory study was conducted at a US medical school as part of a larger investigation on learning strategies. Sixty-six (N = 66 first-year medical students were given a 394-word text passage followed by a 30-minute presentation on mind mapping. After the presentation, subjects were again given the text passage and instructed to create mind maps based upon the passage. The mind maps were collected and independently scored using the MMAR by 3 examiners. Interrater reliability was measured using the intraclass correlation coefficient (ICC statistic. Statistics were calculated using SPSS version 12.0 (Chicago, IL. Results Analysis of the mind maps revealed the following: concept-links ICC = .05 (95% CI, -.42 to .38, cross-links ICC = .58 (95% CI, .37 to .73, hierarchies ICC = .23 (95% CI, -.15 to .50, examples ICC = .53 (95% CI, .29 to .69, pictures ICC = .86 (95% CI, .79 to .91, colors ICC = .73 (95% CI, .59 to .82, and total score ICC = .86 (95% CI, .79 to .91. Conclusion The high ICC value for total mind map score indicates strong MMAR interrater reliability. Pictures and colors demonstrated moderate

Interrater reliability of the mind map assessment rubric in a cohort of medical students.

Science.gov (United States)

D'Antoni, Anthony V; Zipp, Genevieve Pinto; Olson, Valerie G

2009-04-28

Learning strategies are thinking tools that students can use to actively acquire information. Examples of learning strategies include mnemonics, charts, and maps. One strategy that may help students master the tsunami of information presented in medical school is the mind map learning strategy. Currently, there is no valid and reliable rubric to grade mind maps and this may contribute to their underutilization in medicine. Because concept maps and mind maps engage learners similarly at a metacognitive level, a valid and reliable concept map assessment scoring system was adapted to form the mind map assessment rubric (MMAR). The MMAR can assess mind map depth based upon concept-links, cross-links, hierarchies, examples, pictures, and colors. The purpose of this study was to examine interrater reliability of the MMAR. This exploratory study was conducted at a US medical school as part of a larger investigation on learning strategies. Sixty-six (N = 66) first-year medical students were given a 394-word text passage followed by a 30-minute presentation on mind mapping. After the presentation, subjects were again given the text passage and instructed to create mind maps based upon the passage. The mind maps were collected and independently scored using the MMAR by 3 examiners. Interrater reliability was measured using the intraclass correlation coefficient (ICC) statistic. Statistics were calculated using SPSS version 12.0 (Chicago, IL). Analysis of the mind maps revealed the following: concept-links ICC = .05 (95% CI, -.42 to .38), cross-links ICC = .58 (95% CI, .37 to .73), hierarchies ICC = .23 (95% CI, -.15 to .50), examples ICC = .53 (95% CI, .29 to .69), pictures ICC = .86 (95% CI, .79 to .91), colors ICC = .73 (95% CI, .59 to .82), and total score ICC = .86 (95% CI, .79 to .91). The high ICC value for total mind map score indicates strong MMAR interrater reliability. Pictures and colors demonstrated moderate to strong interrater reliability. We conclude that the

Methodology for qualitative content analysis with the technique of mind maps using Nvivo and FreeMind softwares

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José Leonardo Oliveira Lima

2016-12-01

Full Text Available Introduction: In a survey it is not enough choosing tools, resources and procedures. It is important to understand the method beyond the technics and their relationship with philosophy, epistemology and methodology. Objective: To discuss theoretical and methodological concerns on Qualitative Research in Information Science and the process of Qualitative Content Analysis (QCA at User Studies field and to show a followed path of QCA integrated with Mind Maps technic for developing categories and indicators, by using Qualitative Data Analysis Software (QDAS and Mind Maps designing tools. Methodology: The research was descriptive, methodological, bibliographical and fieldwork conducted with open interviews that were processed using the QCA method with the support of QDAS Nvivo and FreeMind Software for Mind Map design. Results: It is shown the theory of qualitative research and QCA and a methodological path of QCA by using techniques and software mentioned above. Conclusions: When it comes to qualitative researches, the theoretical framework suggests the need of more dialogue among Information Science and other disciplines. The process of QCA evidenced: a viable path that might help further related investigations using the QDAS; the contribution of Mind Maps and their design softwares to develop the indicators and categories of QCA.

Does the mind map learning strategy facilitate information retrieval and critical thinking in medical students?

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D'Antoni, Anthony V; Zipp, Genevieve Pinto; Olson, Valerie G; Cahill, Terrence F

2010-09-16

A learning strategy underutilized in medical education is mind mapping. Mind maps are multi-sensory tools that may help medical students organize, integrate, and retain information. Recent work suggests that using mind mapping as a note-taking strategy facilitates critical thinking. The purpose of this study was to investigate whether a relationship existed between mind mapping and critical thinking, as measured by the Health Sciences Reasoning Test (HSRT), and whether a relationship existed between mind mapping and recall of domain-based information. In this quasi-experimental study, 131 first-year medical students were randomly assigned to a standard note-taking (SNT) group or mind map (MM) group during orientation. Subjects were given a demographic survey and pre-HSRT. They were then given an unfamiliar text passage, a pre-quiz based upon the passage, and a 30-minute break, during which time subjects in the MM group were given a presentation on mind mapping. After the break, subjects were given the same passage and wrote notes based on their group (SNT or MM) assignment. A post-quiz based upon the passage was administered, followed by a post-HSRT. Differences in mean pre- and post-quiz scores between groups were analyzed using independent samples t-tests, whereas differences in mean pre- and post-HSRT total scores and subscores between groups were analyzed using ANOVA. Mind map depth was assessed using the Mind Map Assessment Rubric (MMAR). There were no significant differences in mean scores on both the pre- and post-quizzes between note-taking groups. And, no significant differences were found between pre- and post-HSRT mean total scores and subscores. Although mind mapping was not found to increase short-term recall of domain-based information or critical thinking compared to SNT, a brief introduction to mind mapping allowed novice MM subjects to perform similarly to SNT subjects. This demonstrates that medical students using mind maps can successfully

Effectiveness of mind mapping as a learning tool among dental students

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Mohnish Muchhal

2018-01-01

Full Text Available Introduction: The foremost goal of our education system is to develop the students' skills to reach information rather than transferring the present information. Instead of understanding and applying the concepts (meaningful learning, students used to memorize the facts. Therefore, long-term independent learning process is required for the students. Aim: This study aims to evaluate the effectiveness of mind mapping as a learning tool and to assess its information retrieval potential among dental students over conventional system of learning. Materials and Methods: An interventional study was conducted among 90 students of BDS 3rd year students. A questionnaire consisting of questions related to oral hygiene index (OHI and OHI-simplified (OHI-S was distributed to them. Data were analyzed using Statistical Package for Social Sciences (SPSS 18.0 (SPSS Inc., Chicago, IL, USA and descriptive and analytical tests including mean, standard deviation, and Chi-square test. Results: Of the 90 students, only 82 students responded to the questionnaire generating a response rate of 89.5%. The mean score of students in the mind map (MM group was significantly higher than the conventional group (posttest – 13.60 ± 0.99 vs 8.73 ± 2.13, P = 0.001. Gain in knowledge score was 7.74 vs. 3.43; statistically significant difference was found between the two groups for the gain in knowledge score as well as in mean percentage gain in knowledge score. Conclusion: Specific and prudent thinking with self-efficacy should be the purpose of education system rather than making the students literate only. This requires shifting of traditional teaching method with innovative method, and MM is one of the innovative as well as attractive processes of teaching which further help the students to learn the subject more effectively in a creative way.

Refactoring affordances in corporate wikis: a case for the use of mind maps

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Puente, Gorka; Díaz, Oscar; Azanza, Maider

2015-11-01

The organisation of corporate wikis tends to deteriorate as time goes by. Rearranging categories, structuring articles and even moving sections among articles are cumbersome tasks in current wiki engines. This discourages the layman. But, it is the layman who writes the articles, knows the wiki content and detects refactoring opportunities. Our goal is to improve the refactoring affordances of current wiki engines by providing an alternative front-end tuned to refactoring. This is achieved by (1) surfacing the structure of the wiki corpus as a mind map, and (2) conducting refactoring as mind map reshaping. To this end, we introduce WikiWhirl, a domain-specific language for wiki refactoring. WikiWhirl is supported as an extension of FreeMind, a popular mind mapping tool. In this way, refactoring operations are intuitively conducted as actions upon mind map nodes. In a refactoring session a user imports the wiki structure as a FreeMind map; next, conducts the refactoring operations on the map, and finally, the effects are saved in the wiki database. The operational semantics of the WikiWhirl operations follow refactoring good practices (e.g., authorship preservation). Results from a controlled experiment suggest that WikiWhirl outperforms MediaWiki in three main affordance enablers: understandability, productivity and fulfillment of refactoring good practices.

Experiential and Outdoor Education: The Participant Experience Shared through Mind Maps

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Jirásek, Ivo; Plevová, Irena; Jirásková, Miroslava; Dvorácková, Adéla

2016-01-01

This paper describes an analysis of mind maps capturing the experiences of the participants in an experiential and outdoor education course. The method of mind mapping is usually limited to a quantitative scoring analysis and comparative content analysis of concepts. As a consequence, the visual elements of the information are usually ignored, but…

Developing scholarly thinking using mind maps in graduate nursing education.

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Kotcherlakota, Suhasini; Zimmerman, Lani; Berger, Ann M

2013-01-01

Two broad issues that beginning graduate nursing students face are identifying a research focus and learning how to organize complex information. Developing a mind map is 1 strategy to help students clarify their thinking and lay the foundation for in-depth expertise related to their research focus, review of the literature, and conceptual framework. The authors discuss their use of mind mapping combined with feedback using a fishbowl technique.

The Effectiveness of Electronic Mind Maps in Developing Academic Achievement and the Attitude towards Learning English among Primary School Students

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Aljaser, Afaf M.

2017-01-01

The present study aimed to identify the effect of using electronic Mind Maps on the academic achievement of the fifth-grade primary female students in the English language curriculum compared to the traditional teaching method adopted in the teacher's guide. It also aimed to indicate the attitudes of the fifth-grade female students towards the use…

Mind map learning for advanced engineering study: case study in system dynamics

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Woradechjumroen, Denchai

2018-01-01

System Dynamics (SD) is one of the subjects that were use in learning Automatic Control Systems in dynamic and control field. Mathematical modelling and solving skills of students for engineering systems are expecting outcomes of the course which can be further used to efficiently study control systems and mechanical vibration; however, the fundamental of the SD includes strong backgrounds in Dynamics and Differential Equations, which are appropriate to the students in governmental universities that have strong skills in Mathematics and Scientifics. For private universities, students are weak in the above subjects since they obtained high vocational certificate from Technical College or Polytechnic School, which emphasize the learning contents in practice. To enhance their learning for improving their backgrounds, this paper applies mind maps based problem based learning to relate the essential relations of mathematical and physical equations. With the advantages of mind maps, each student is assigned to design individual mind maps for self-leaning development after they attend the class and learn overall picture of each chapter from the class instructor. Four problems based mind maps learning are assigned to each student. Each assignment is evaluated via mid-term and final examinations, which are issued in terms of learning concepts and applications. In the method testing, thirty students are tested and evaluated via student learning backgrounds in the past. The result shows that well-design mind maps can improve learning performance based on outcome evaluation. Especially, mind maps can reduce time-consuming and reviewing for Mathematics and Physics in SD significantly.

Development and Evaluation of a Web Map Mind Tool Environment with the Theory of Spatial Thinking and Project-Based Learning Strategy

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Hou, Huei-Tse; Yu, Tsai-Fang; Wu, Yi-Xuan; Sung, Yao-Ting; Chang, Kuo-En

2016-01-01

The theory of spatial thinking is relevant to the learning and teaching of many academic domains. One promising method to facilitate learners' higher-order thinking is to utilize a web map mind tool to assist learners in applying spatial thinking to cooperative problem solving. In this study, an environment is designed based on the theory of…

Development and validation of the mindfulness-based interventions - teaching assessment criteria (MBI:TAC).

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Crane, Rebecca S; Eames, Catrin; Kuyken, Willem; Hastings, Richard P; Williams, J Mark G; Bartley, Trish; Evans, Alison; Silverton, Sara; Soulsby, Judith G; Surawy, Christina

2013-12-01

The assessment of intervention integrity is essential in psychotherapeutic intervention outcome research and psychotherapist training. There has been little attention given to it in mindfulness-based interventions research, training programs, and practice. To address this, the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) was developed. This article describes the MBI:TAC and its development and presents initial data on reliability and validity. Sixteen assessors from three centers evaluated teaching integrity of 43 teachers using the MBI:TAC. Internal consistency (α = .94) and interrater reliability (overall intraclass correlation coefficient = .81; range = .60-.81) were high. Face and content validity were established through the MBI:TAC development process. Data on construct validity were acceptable. Initial data indicate that the MBI:TAC is a reliable and valid tool. It can be used in Mindfulness-Based Stress Reduction/Mindfulness-Based Cognitive Therapy outcome evaluation research, training and pragmatic practice settings, and in research to assess the impact of teaching integrity on participant outcome.

PENGGUNAAN MIND MAP DIIRINGI MUSIK KLASIK DALAM PEMBELAJARAN MATEMATIKA UNTUK SISWA KELAS VIII SMPN 1 SAWAHLUNTO

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Rezky Ramadhona

2016-06-01

Full Text Available Penelitian ini bertujuan untuk mengetahui apakah motivasi dan hasil belajar belajar matematika siswa kelas VIII SMPN 1 Sawahlunto setelah menggunakan mind map dan musik klasik lebih baik dari sebelum menggunakan mind map dan musik klasik. Jenis penelitian ini adalah penelitian eksperimen dengan menggunakan dua model rancangan yaitu One Group Pretest Posttest Design untuk melihat dampak perlakuan terhadap motivasi belajar dan Randomized Control Group Only Design untuk melihat dampak perlakuan terhadap hasil belajar. Pengumpulan data dalam penelitian ini menggunakan angket dan tes akhir berupa soal essai. Data yang diperoleh dianalisis dengan menggunakan Uji-t. Hasil penelitian menunjukkan bahwa motivasi belajar matematika siswa cenderung meningkat. Jadi disimpulkan bahwa motivasi belajar matematika siswa setelah menggunakan mind map dan musik klasik lebih baik dari pada sebelum menggunakan mind map dan musik klasik. Dari hasil uji hipotesis untuk data hasil belajar pada selang kepercayaan α = 0,05 diperoleh P-value = 0,022. Jadi dapat disimpulkan bahwa hasil belajar matematika siswa yang menggunakan mind map dan musik klasik lebih baik dari hasil belajar matematika siswa yang tidak menggunakan mind map dan musik klasik. Kata Kunci: Mind Map, Musik Klasik DOI: http://dx.doi.org/10.22342/jpm.10.2.3636.87-92

Teaching Mindfulness to Year Sevens as Part of Health and Personal Development

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Arthurson, Kathy

2015-01-01

Recently the adoption of mindfulness or contemplative based approaches has escalated across many sectors, including in education. Proponents argue that mindfulness based teaching programs improve students' life skills, provide emotional balance, reduce stress and enhance classroom climate. To date though there is little evaluation or knowledge of…

PENGEMBANGAN BAHAN AJAR DENGAN MODEL MIND MAP UNTUK PEMBELAJARAN ILMU PENGETAHUAN SOSIAL SMP

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Lukman Lukman

2014-12-01

Full Text Available Penelitian ini bertujuan untuk menghasilkan bahan ajar dengan model mind map yang layak digunakan pada pembelajaran Ilmu Pengetahuan Sosial (IPS untuk siswa SMP, serta mengetahui keefektifan bahan ajar hasil pengembangan. Penelitian ini merupakan penelitian dan pengembangan (Research and Development. Hasil penelitian adalah sebagi berikut: (1 menghasilkan bahan ajar dengan model mind map untuk pembelajaran Ilmu Pengetahuan Sosial siswa SMP yang dikemas dalam bentuk buku dengan materi “Perkembangan pada Masa Islam di Indonesia”. Produk yang dihasilkan layak digunakan untuk pembelajaran berdasarkan validasi dari ahli materi, ahli media, uji coba terbatas, serta uji coba lapangan. (2 Bahan ajar hasil pengembangan untuk siswa kelas VII di SMP N 3 Berbah ini efektif digunakan untuk pembelajaran IPS. Peningkatan skor postes pada kelas yang menggunakan bahan ajar dengan model mind map sebesar 13,87% dengan nilai gain score 0,45 dan ketuntasan siswa 100%. Sedangkan kelas yang menggunakan buku paket IPS dengan peningkatan skor postes sebesar 10,26% dengan nilai gain score 0,35 dan ketuntasan siswa 87,1%. Kata kunci: bahan ajar, mind map, ilmu pengetahuan sosial

Application of Mind Map-based abstracting technique in pedagogical strategy for ESP teaching/learning

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Ekaterina Choporova

2014-09-01

Full Text Available The work presents some theoretical and practical results of the abstracting practice carried out by the teachers and cadets of Voronezh Institute of the Ministry of Interior of Russia. The sources used in the experiment were of British and American origin, equally authentic, and were mainly of engineering content because of the cadets’ speciality. The main purpose of the experiment was focused on the primary source adequate abstract making as a product of a keen understanding of social and professional aspects, views, and anticipations of English-speaking nations. The authors analyzed a number of current approaches towards abstract making procedures and offered an original system of the education strategy by means of Mind Map building technique.

Teaching mindfulness to occupational therapy students: pilot evaluation of an online curriculum.

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Reid, Denise T

2013-02-01

How mindfulness can be learned by occupational therapy students to manage their own self-care processes has not been fully examined as yet. This article describes an online curriculum approach for teaching a general introductory mindfulness course and examines outcomes with master's entry-level occupational therapy students. Fifteen students participated in an 8-week online mindfulness curriculum and completed a pre- and post-training survey. The Mindfulness Attention and Awareness Scale (MAAS) was used to measure mindfulness. Demographic, MAAS-scored mindfulness, and clinical utility data were collected. Results showed a statistically significant change (t = -4.82, p = 0.002) in MAAS mindfulness scores from the program start to end. Informal practice exercises and guided meditations were perceived by participants as being more helpful ways for developing an understanding and approach to mindfulness than were readings about mindfulness. This study suggests that mindfulness can be taught using an online approach.

Pengaruh Layanan Penguasaan Konten Teknik Mind Mapping Terhadap Keefektifan Belajar

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Ajeng Pudak Pinasti

2015-04-01

Full Text Available Penelitian ini bertujuan untuk membuktikan apakah layanan penguasaan konten dengan metode mind mapping memiliki pengaruh terhadap keefektifan belajar siswa. Penelitian ini didasari atas kurangnya keefektifan belajar siswa. Populasi dan sampel dalam penelitian ini adalah semua siswa kelas XI AP SMK YPE Sampang, Cilacap yang berjumlah 40 siswa. Teknik pengumpulan data pada penelitian ini adalah skala keefektifan belajar dan soal tes. Metode analisis data menggunakan deskriptif persentase dan uji t-test. Hasil penelitian menunjukkan bahwa keefektifan belajar siswa sebelum mendapatkan treatment dalam kategori sedang dan sesudah diberikan treatment menunjukkan kategori tinggi. Teknik mind mapping bisadigunakan untuk  mempermudah siswa memahami dan mengingat materi pelajaran dengan lebih cepat dan sederhana. Hasil uji  t-test dengan taraf signifikansi 5% menunjukan thitung (5,45 dan ttabel (2,021 sehingga thitung> ttabel. Berdasarkan hasil penelitian yang telah dilakukan, dapat disimpulkan bahwa layanan penguasaan konten dengan teknik mind mapping memberikan pengaruh positif terhadapt keefektifan belajar siswa. Oleh karena itu, diharapkan guru BK dapat memsosialisasikan pemberian layanan penguasaan konten sebagai alternatif meningkatkan keefektifan belajar. The objective of this research is to prove about the impact of  content mastery servise with mind mapping technique to the effectiveness of student learning. This research was based on the lack of effectiveness of student learning. The Population at the same time study sample are all of the XI AP grade students of SMK YPE Sampang, Cilacap, which consist of 40 students. Data collection  technique used effectiveness of student learning scale and a test. Methods of data analysis using descriptive percentages and t-test. Research result showed that the effectiveness of student learning before the treatment was in medium category. After the treatment, effectiveness of student learning was in high

Utilizing Mind Mapping to Summarize English Text with the Theme "American Culture"

OpenAIRE

Vivi Aulia

2017-01-01

This research aims at knowing and describing on the utilization of mind mapping strategy in summarizing English text under the theme American Culture. It is conducted to the third semester of English Department students at STKIP PGRI Banjarmasin batch 2016 who take Reading III course. The instruments used in this research are observation sheet and documentation of students’ mind map products. The observation sheet is analyzed qualitatively by describing the important result of observation pro...

The Effect of College Students' Self-Generated Computerized Mind Mapping on Their Reading Achievement

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Sabbah, Sabah Salman

2015-01-01

This study explored the potential effect of college students' self-generated computerized mind maps on their reading comprehension. It also investigated the subjects' attitudes toward generating computerized mind maps for reading comprehension. The study was conducted in response to the inability of the foundation-level students, who were learning…

Development and Validation of the Mindfulness-Based Interventions--Teaching Assessment Criteria (MBI:TAC)

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Crane, Rebecca S.; Eames, Catrin; Kuyken, Willem; Hastings, Richard P.; Williams, J. Mark G.; Bartley, Trish; Evans, Alison; Silverton, Sara; Soulsby, Judith G.; Surawy, Christina

2013-01-01

Background: The assessment of intervention integrity is essential in psychotherapeutic intervention outcome research and psychotherapist training. There has been little attention given to it in mindfulness-based interventions research, training programs, and practice. Aims: To address this, the Mindfulness-Based Interventions: Teaching Assessment…

Relations between the Development of Teaching and Theory of Mind in Early Childhood

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Ziv, Margalit; Solomon, Ayelet; Strauss, Sidney; Frye, Douglas

2016-01-01

The relations among children's theory of mind (ToM), their understanding of the intentionality of teaching, and their own peer teaching strategies were tested. Seventy-five 3-, 4-, and 5-year-olds completed 11 ToM and understanding-of-teaching tasks. Subsequently, 30 of the children were randomly chosen to teach a peer how to play a board game,…

Rule-based Test Generation with Mind Maps

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Dimitry Polivaev

2012-02-01

Full Text Available This paper introduces basic concepts of rule based test generation with mind maps, and reports experiences learned from industrial application of this technique in the domain of smart card testing by Giesecke & Devrient GmbH over the last years. It describes the formalization of test selection criteria used by our test generator, our test generation architecture and test generation framework.

A Preliminary Study on the Use of Mind Mapping as a Visual-Learning Strategy in General Education Science Classes for Arabic Speakers in the United Arab Emirates

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Wilson, Kenesha; Copeland-Solas, Eddia; Guthrie-Dixon, Natalie

2016-01-01

Mind mapping was introduced as a culturally relevant pedagogy aimed at enhancing the teaching and learning experience in a general education, Environmental Science class for mostly Emirati English Language Learners (ELL). Anecdotal evidence suggests that the students are very artistic and visual and enjoy group-based activities. It was decided to…

PENGEMBANGAN BAHAN AJAR DENGAN MODEL MIND MAP UNTUK PEMBELAJARAN ILMU PENGETAHUAN SOSIAL SMP

OpenAIRE

Lukman Lukman; Ishartiwi Ishartiwi

2014-01-01

Penelitian ini bertujuan untuk menghasilkan bahan ajar dengan model mind map yang layak digunakan pada pembelajaran Ilmu Pengetahuan Sosial (IPS) untuk siswa SMP, serta mengetahui keefektifan bahan ajar hasil pengembangan. Penelitian ini merupakan penelitian dan pengembangan (Research and Development). Hasil penelitian adalah sebagi berikut: (1) menghasilkan bahan ajar dengan model mind map untuk pembelajaran Ilmu Pengetahuan Sosial siswa SMP yang dikemas dalam bentuk buku dengan materi “Perk...

Peningkatan Hasil Belajar Kompetensi Dasar Mengklasifikasikan Jenis Bisnis Ritel melalui Model Discovery Learning dengan Media Mind Mapping

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Sri Lestari

2016-11-01

Full Text Available This research aimed to determine how is the implementation of discovery learning model with mind mapping media on the basic comptences of clasify kinds of retail business and whether the implementation of the discovery learning model with mind mapping media can increase learning outcomes of student. This research conducted using qualitative approach and quantitative in the planning of class action research by two cycles with research time for every cycle 2 meeting @ 3x45 minute. The result showed that by using discovery learning model with mind mapping media learning outcomes of student was good in the aspect of knowledge, skill, and the attitude have increased. Abstrak : Penelitian ini bertujuan untuk mengetahui bagaimana penerapan model discovery learning dengan menggunakan media mind mapping pada kompetensi dasar mengklasifikasikan jenis bisnis ritel dan apakah penerapan model discovery learning dengan menggunakan media mind mapping dapat meningkatkan hasil belajar siswa. Penelitian dilakukan dengan pendekatan kualitatif dan kuantitatif dalam rancangan penelitian tindakan kelas dengan dua siklus dengan waktu penelitian untuk masing-masing siklus 2 pertemuan @ 3 x 45 menit.  yang hasilnya menunjukkan bahwa melalui penggunaan model discovery learning dengan media mind mapping hasil belajar siswa baik dalam ranah pengetahuan, ketrampilan, maupun sikap mengalami peningkatan.

The effect of application of contextual teaching and learning (CTL model-based on lesson study with mind mapping media to assess student learning outcomes on chemistry on colloid systems

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Annisa Fadillah

2017-08-01

Full Text Available The research was conducted to determine the effect of the application of CTL learning model based on lesson study with mind mapping media to the learning outcomes of students on colloid systems. The population of this research was all students of grade XI of SMA N 1 Sunggal. The sample was taken using on the purposive random sampling. The Experiment class was taught with Contextual Teaching and Learning (CTL model based on Lesson Study with Mind Mapping media and the control class taught with conventional learning model. The data was collected using an objective test was consisting of 20 questions which validity, reliability, level of difficulty and power of difference had been tested. T test results showed that tcalculate = 2.1 and ttable = 1.6697 thus tcalculate> ttable which means that Ha is accepted and Ho is rejected. The enhancement of the student learning outcomes showed that the results of experiment class are g = 72.88%, while the control class is 68.97%. From the percentage, it can be seen that learning outcomes of the experiment class are greater than the control class. The analysis of developing cognitive aspects pointed out that C1 = 70.02%, C2 = 73.58%, C3 = 68.63%, Thus the domain of cognitive level are on the cognitive aspects of C2. The result of Lesson Study Analysis showed the results of 71.09% at the first lesson and 88.28% at the second lesson. It means that there is increasing adherence to the indicators after two lessons. Based on the above results, it can be concluded that the result of studying chemistry of the students of class XI of SMA Negeri I Sunggal TA 2014/2015 taught by a CTL model based  on Lesson Study with Mind Mapping media was higher (72.88% than those taught by conventional learning models (68.97% in the subject matter of colloids System.

Disciplined Improvisation: Characteristics of Inquiry in Mindfulness-Based Teaching.

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Crane, Rebecca S; Stanley, Steven; Rooney, Michael; Bartley, Trish; Cooper, Lucinda; Mardula, Jody

Evidence for the effectiveness of mindfulness-based stress reduction (MBSR) and mindfulness-based cognitive therapy (MBCT) is rapidly growing as interest in this field expands. By contrast, there are few empirical analyses of the pedagogy of MBSR and MBCT. Development of the evidence base concerning the teaching of MBCT or MBSR would support the integrity of the approach in the context of rapid expansion. This paper describes an applied conversation analysis (CA) of the characteristics of inquiry in the MBSR and MBCT teaching process. Audio-recordings of three 8-week MBCT and MBSR classes, with 24, 12, and 6 participants, were transcribed and systematically examined. The study focused on the teacher-led interactive inquiry which takes place in each session after a guided meditation practice. The study describes and analyzes three practices within the inquiry process that can be identified in sequences of talk: turn-taking talk involving questions and reformulations; the development of participant skills in a particular way of describing experience; and talk that constructs intersubjective connection and affiliation within the group. CA enables fine-grained analysis of the interactional work of mindfulness-based inquiry. Inquiry is a process of disciplined improvisation which is both highly specific to the conditions of the moment it took place in and uses repeated and recognizable patterns of interaction.

2D Presentation Techniques of Mind-maps for Blind Meeting Participants.

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Pölzer, Stephan; Miesenberger, Klaus

2015-01-01

Mind-maps, used as ideation technique in co-located meetings (e.g. in brainstorming sessions), which meet with increased importance in business and education, show considerably accessibility challenges for blind meeting participants. Besides an overview of general aspects of accessibility issues in co-located meetings, this paper focuses on the design and development of alternative non-visual presentation techniques for mind-maps. The different aspects of serialized presentation techniques (e.g. treeview) for Braille and audio rendering and two dimensional presentation techniques (e.g. tactile two dimensional array matrix and edge-projection method [1]) are discussed based on the user feedback gathered in intermediate tests following a user centered design approach.

STUDI KEMAMPUAN MEMBUAT MIND MAP BERBASIS PEMAHAMAN ARTIKEL THE JAKARTA POST PADA MATA KULIAH EXTENSIVE READING

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Pudiyono Pudiyono

2014-09-01

Full Text Available The aims of the research were to find out (a the level of the students’ ability in making mind map based on the article of The Jakarta Post in Extensive Reading, (b the problems the students have in comprehending the article of The Jakarta Post in Extensive Reading in making mind map. The data collecting technique used was a test of reading based on comprehension. The population of the research was all students of semester 6 totaling to 161 students. While the sample was taken from all 4 classes by which each class was taken at about 25%. Therefore the total sample was 48 students. The result of data analysis showed that the average ability of the students reached only 59.02. In detail, research result showed that none of the samples (0 % could do the mind map correctly or get an A. The participants who got good achievement (B amounted to only 4 people (2.48%. The majority of the participants belonged to the level of good enough to be able to make main idea analysis in order to make the mind map. The not good enough level became the majority achievement among all amounting to 89.43%. The students’ ability which got the perfect inability level in making the mind map rose to 8.09%. The problems the students had in making the mind map was the fact that they had no idea in identifying main ideas of the content of the text. Besides that students also failed in comprehending the new vocabulary they found while they were reading the articles. Failure in comprehending the new difficult words led the to get the failure in identifying main ideas by which in turns they found themselves to have no clear map of their understanding of the articles they had read. Key word: comprehension, mind mapping, new vocabulary, authentic text, natural

Meeting the Demands of Professional Education: A Study of Mind Mapping in a Professional Doctoral Physical Therapy Education Program

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Pollard, Elicia L.

2010-01-01

The purposes of this study are to investigate whether the quiz scores of physical therapy students who integrated mind mapping in their learning strategies are significantly different than the quiz scores of students who did not use mind mapping to learn in a lecture-based research course and examine the students' perceptions of mind mapping as a…

Peningkatan hasil belajar mahasiswa melalui metode quantum learning dengan teknik Mind mapping

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Andi Mariani Ramlan

2017-08-01

Full Text Available The purpose of this study is to improve the student learning outcomes in the course of Complex Analysis by applying Quantum Learning method with Mind Mapping technique. This research is conducted to give innovation method and technique of lecturer to reach the purpose and result of learning as expected. The research runs from September to December 2013 at the University of Sembilanbelas November Kolaka, Outheast Sulawesi.  The subject of the reserach is the B grade students of class VII 2011 with a total of 34 students. This research is included in Classroom Action Research (CAR. The researchers designed the study in several cycles each cycle with stages: 1 Planning, 2 Implementation; 3 Observation and Evaluation, and 4 Reflection. The students responded is positively to learning by using Quantum Learning method with Mind Mapping technique.  The students' learning achievement is 3,29 from the ideal value of 4,00; and 88,3% Student get A Or B. Then, it is concluded that Quantum Learning method with mind mapping technique can improve student learning outcomes in Complex Analysis program.

Radiant thinking and the use of the mind map in nurse practitioner education.

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Spencer, Julie R; Anderson, Kelley M; Ellis, Kathryn K

2013-05-01

The concept of radiant thinking, which led to the concept of mind mapping, promotes all aspects of the brain working in synergy, with thought beginning from a central point. The mind map, which is a graphical technique to improve creative thinking and knowledge attainment, utilizes colors, images, codes, and dimensions to amplify and enhance key ideas. This technique augments the visualization of relationships and links between concepts, which aids in information acquisition, data retention, and overall comprehension. Faculty can promote students' use of the technique for brainstorming, organizing ideas, taking notes, learning collaboratively, presenting, and studying. These applications can be used in problem-based learning, developing plans of care, health promotion activities, synthesizing disease processes, and forming differential diagnoses. Mind mapping is a creative way for students to engage in a unique method of learning that can expand memory recall and help create a new environment for processing information. Copyright 2013, SLACK Incorporated.

Metode Pembelajaran Mind Mapping untuk Meningkatkan Kemampuan Komunikasi Matematik Siswa Dalam Pemecahan Masalah Matematika

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Rahma Faelasofi

2015-10-01

Full Text Available Abstract The objectives of this research was to solve how to increase the mathematical communication skills of students in mathematical problem solving especially on the subject of Statistic. This study aims to determine whether the students’ mathematical communication skills of students in mathematical problem solving of the student SMP Muhammadiyah 1 Gadingrejo in the academic year of 2014-2015 using learning method mind mapping on the subject of Statistics can be higher than the students’ mathematical communication skills of students in mathematical problem solving without using learning method mind mapping. This research is a quantitative approach, with a quasi-experimental research methods. The population was all of the students in first grade of the SMP Muhammadiyah 1 Gadingrejo in the academic year of 2014-2015. The samples of the research were taken by using the cluster random sampling technique. Based on hypothesis test, it can be included that there are increase the mathematical communication skills of students in mathematical problem solving after using learning method mind mapping on the subject of Statistics of the student in first grade of the SMP Muhammadiyah 1 Gadingrejo in the academic year of 2014-2015. Keywords: learning method mind mapping, mathematical communication skills,mathematical problem solving

The Impact of Electronic Mind Maps on Students' Reading Comprehension

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Mohaidat, Mohammad Mahmoud Talal

2018-01-01

This study aimed to investigate the impact of the electronic mind map (IMindMap) on the development of reading comprehension among the ninth grade students in Jordan. The sample of the study consisted of two ninth grade sections from two public schools in Irbid First Directorate during the academic 2016-2017. Each section consisted of (30)…

The Effect of Guided Inquiry Learning with Mind Map to Science Process Skills and Learning Outcomes of Natural Sciences

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Hilman .

2015-04-01

Full Text Available Pengaruh Pembelajaran Inkuiri Terbimbing dengan Mind Map terhadap Keterampilan Proses Sains dan Hasil Belajar IPA   Abstract: Science learning in junior high school aims to enable students conducts scientific inquiry, improves knowledge, concepts, and science skills. Organization materials for students supports learning process so that needs to be explored techniques that allows students to enable it. This study aimed to determine the effect of guided inquiry learning with mind map on science process skills and cognitive learning outcomes. This experimental quasi studey used pretest-posttest control group design and consisted eighth grade students of SMP Negeri 1 Papalang Mamuju of West Sulawesi. The results showed there where significant positive effect of guided inquiry learning with mind map on process science skills and cognitive learning outcomes. Key Words: guided inquiry, mind map, science process skills, cognitive learning outcomes   Abstrak: Pembelajaran Ilmu Pengetahuan Alam (IPA di SMP bertujuan agar siswa dapat melakukan inkuiri ilmiah, meningkatkan pengetahuan, konsep, dan keterampilan IPA. Dalam pembelajaran, organisasi materi berperan penting dalam memudahkan anak belajar sehingga perlu ditelaah teknik yang memudahkan siswa membuat organisasi materi. Penelitian ini bertujuan mengetahui pengaruh pembelajaran inkuiri terbimbing dengan mind map terhadap keterampilan proses sains dan hasil belajar kognitif. Penelitian kuasi eksperimen ini menggunakan rancangan pre test-post test control group design dengan subjek penelitian siswa kelas VIII SMP Negeri 1 Papalang. Hasil penelitian menunjukkan ada pengaruh positif yang signifikan pembelajaran inkuiri terbimbing dengan mind map terhadap kemampuan keterampilan proses sains dan hasil belajar kognitif siswa. Kata kunci:  inkuiri terbimbing, mind map, keterampilan proses sains,  hasil belajar kognitif

Use of Technology-Assisted Techniques of Mind Mapping and Concept Mapping in Science Education: A Constructivist Study

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Balim, Ali Günay

2013-01-01

The study aims to investigate the effects of using mind maps and concept maps on students' learning of concepts in science courses. A total of 51 students participated in this study which used a quasi-experimental research design with pre-test/post-test control groups. The constructivist-inspired study was carried out in the sixth-grade science…

The systematization of information: functional clothes through the mind map

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Eliete Auxiliadora Assunção Ourives

2016-12-01

Full Text Available Currently, if checks the evolution in women's clothing design aiming at the well-being, comfort and quality of life. However, women still complain of discomfort of breast movement during physical activities carried out in factory floors and sporting activities, among other activities. This discomfort, according to the women, increases during the menstrual period. Therefore, to structure the information on the subject is important, because it will suit the functional clothing designs for these activities. The mind map is a tool suitable for this because assists the organization process of thought and understanding of the information about a particular subject. With that, this work aims to structure information for project requirements with a focus on functional female clothing. The method of research is descriptive and exploratory character. In the end, this work presented project guidelines of functional guidelines female clothing through the process of analysis the mind map.

Opinions of the Geography Teacher Candidates toward Mind Maps

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Seyihoglu, Aysegul

2013-01-01

The purpose of this study is to reveal the opinions of the teacher candidates about mind mapping technique used in Geography education of undergraduate program. In this study, the qualitative research techniques were used. The study group consists of 55 teacher candidates. The teacher candidates have been asked for their opinions about the process…

Retrieval Practice, with or without Mind Mapping, Boosts Fact Learning in Primary School Children

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Ritchie, Stuart J.; Della Sala, Sergio; McIntosh, Robert D.

2013-01-01

Retrieval practice is a method of study in which testing is incorporated into the learning process. This method is known to facilitate recall for facts in adults and in secondary-school-age children, but existing studies in younger children are somewhat limited in their practical applicability. In two studies of primary school-age children of 8–12 years, we tested retrieval practice along with another study technique, mind mapping, which is more widely-used, but less well-evidenced. Children studied novel geographical facts, with or without retrieval practice and with or without mind mapping, in a crossed-factorial between-subjects design. In Experiment 1, children in the retrieval practice condition recalled significantly more facts four days later. In Experiment 2, this benefit was replicated at one and five weeks in a different, larger sample of schoolchildren. No consistent effects of mind mapping were observed. These results underline the effectiveness of retrieval practice for fact learning in young children. PMID:24265738

Patient education in rheumatoid arthritis: the effectiveness of the ARC booklet and the mind map.

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Walker, D; Adebajo, A; Heslop, P; Hill, J; Firth, J; Bishop, P; Helliwell, P S

2007-10-01

To determine the effectiveness of a pictorial 'mind map' together with the Arthritis Research Campaign (ARC) booklet for imparting knowledge to participants with rheumatoid arthritis (RA). Also, we wished to relate this to their reading ability. We studied 363 participants with RA. Reading ability was assessed using the REALM, and knowledge was assessed using the Knowledge Scale Questionnaire (KSQ). Information on educational attainment, disease state and levels of anxiety and depression was also collected. Participants were randomly assigned to receive either the ARC booklet alone or the booklet and the mind map together. A significant minority (15%) of participants were functionally illiterate. There was a statistically significant increase in knowledge across both groups from baseline to reassessment after they were given the literature, but there was no difference in attainment between the groups. The more literate participants gained more knowledge regardless of the information they were given. They were also significantly less anxious and less depressed. The ARC booklet with or without the mind map was associated with a significant increase in knowledge. Poor readers had poor educational attainment and poor knowledge acquisition. The information on the mind map was not more accessible to them. Different educational strategies will be necessary to educate these patients.

Students discussing their mathematical ideas: Group-tests and mind-maps

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Pijls, M.; de Kramer, D.; Maj, B.; Pytlak, M.; Swoboda, E.

2008-01-01

In an explorative research project, teachers experimented with new ideas to make their students discuss (i.e. show, explain, justify and reconstruct their work) their mathematical ideas with each other. Two kind of special tasks were developed: group tests and mind maps. Also, the role of the

The effect of dimensions of knowledge sharing on a variety of strategic mind map of managers and employees

OpenAIRE

Azema, Pegah; Jafari, Mostafa

2016-01-01

Based on cognitive school of strategic management, the mental (intellectual) map of managers and employees is highly effective on survival and development of their companies. The number of mental maps that managers and employees of a company have on situations and categories (quantity) and the quality (accuracy and precision) of mind maps can be decisive factors in the success of their companies. One of the most important factors affecting the mind map is knowledge sharing. This study seeks t...

THE ANALYSIS OF STUDENTS’ CREATIVE THINKING ABILITY USING MIND MAP IN BIOTECHNOLOGY COURSE

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B. Fatmawati

2016-11-01

Full Text Available Process of learning which generally practiced nowadays is mostly in the form of face-to-face (lecturing and one way communication. Sometimes the students are given tasks to fulfill the material target in one semester such as papers, internet-based summary, and/or other articles. Such things cause learners accustomed to convergent thinking and not to divergent thinking. Mind map is one of creative products which conducted by learners in learning process. Learning with mind map focuses more on the activeness and creative activity of the students. It will improve their ability to memorize and strengthen concept understanding of the student, and improve their creative thinking ability. This research was focused to analysis the creative thinking skills students using mind mapping in biotechnology course. The participant was students of Biology Education (N=55 consisting of two team that was team A (N=25 and team B (N=30. The result showed gain value of each team of creative thinking skills which were: team A (0.62 with three category: low (8%, average (40%, and high (52%. Team B (0,04 with three category: low (80%, average (10% and high (10%.

Is a Picture Worth a Thousand Words? Using Mind Maps to Facilitate Participant Recall in Qualitative Research

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Wheeldon, Johannes

2011-01-01

Mind maps may provide a new means to gather unsolicited data through qualitative research designs. In this paper, I explore the utility of mind maps through a project designed to uncover the experiences of Latvians involved in a legal technical assistance project. Based on a sample of 19 respondents, the depth and detail of the responses between…

Concept mapping as an empowering method to promote learning, thinking, teaching and research

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Mauri Kalervo Åhlberg

2013-01-01

Full Text Available Results and underpinning of over twenty years of research and development program of concept mapping is presented. Different graphical knowledge presentation tools, especially concept mapping and mind mapping, are compared. There are two main dimensions that differentiate graphical knowledge presentation methods: The first dimension is conceptual explicitness: from mere concepts to flexibly named links and clear propositions in concept maps. The second dimension in the classification system I am suggesting is whether there are pictures or not. Åhlbergʼs and his research groupʼs applications and developments of Novakian concept maps are compared to traditional Novakian concept maps. The main innovations include always using arrowheads to show direction of reading the concept map. Centrality of each concept is estimated from number of links to other concepts. In our empirical research over two decades, number of relevant concepts, and number of relevant propositions in studentsʼ concept maps, have been found to be the best indicators and predictors of meaningful learning. This is used in assessment of learning. Improved concept mapping is presented as a tool to analyze texts. The main innovation is numbering the links to show order of reading the concept map and to make it possible to transform concept map back to the original prose text as closely as possible. In Åhlberg and his research groupʼs research, concept mapping has been tested in all main phases of research, teaching and learning.

Research Methodologies Explored for a Paradigm Shift in University Teaching.

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Venter, I. M.; Blignaut, R. J.; Stoltz, D.

2001-01-01

Innovative teaching methods such as collaborative learning, teamwork, and mind maps were introduced to teach computer science and statistics courses at a South African university. Soft systems methodology was adapted and used to manage the research process of evaluating the effectiveness of the teaching methods. This research method provided proof…

Validity of worksheet-based guided inquiry and mind mapping for training students’ creative thinking skills

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Susanti, L. B.; Poedjiastoeti, S.; Taufikurohmah, T.

2018-04-01

The purpose of this study is to explain the validity of guided inquiry and mind mapping-based worksheet that has been developed in this study. The worksheet implemented the phases of guided inquiry teaching models in order to train students’ creative thinking skills. The creative thinking skills which were trained in this study included fluency, flexibility, originality and elaboration. The types of validity used in this study included content and construct validity. The type of this study is development research with Research and Development (R & D) method. The data of this study were collected using review and validation sheets. Sources of the data were chemistry lecturer and teacher. The data is the analyzed descriptively. The results showed that the worksheet is very valid and could be used as a learning media with the percentage of validity ranged from 82.5%-92.5%.

Music Regions and Mental Maps: Teaching Cultural Geography

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Shobe, Hunter; Banis, David

2010-01-01

Music informs understandings of place and is an excellent vehicle for teaching cultural geography. A study was developed of geography students' perception of where music genres predominate in the United States. Its approach, involving mental map exercises, reveals the usefulness and importance of maps as an iterative process in teaching cultural…

KEEFEKTIFAN MODEL SHOW NOT TELL DAN MIND MAP PADA PEMBELAJARAN MENULIS TEKS EKSPOSISI BERDASARKAN MINAT PESERTA DIDIK KELAS X SMK

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Wiwit Lili Sokhipah

2015-03-01

Full Text Available Tujuan penelitian ini adalah (1 menentukan keefektifan penggunaan model show not tell pada pembelajaran keterampilan menulis teks eksposisi berdasarkan minat peserta didik SMK Kelas X, (2 menentukan keefektifan penggunaan model mind map pada pembelajaran keterampilan menulis teks eksposisi berdasarkan minat peserta didik SMK kelas X, (3 menentukan keefektifan interaksi show not tell dan mind map pada pembelajaran keterampilan menulis teks eksposisi berdasarkan minat peserta didik SMK kelas X. Penelitian ini adalah quasi experimental design (pretes-postes control group design. Dalam desain ini terdapat dua kelompok eksperimen yakni penerapan model show not tell dalam pembelajaran keterampilan menulis teks eksposisipeserta didik dengan minat tinggi dan penerapan model mind map dalam pembelajaran keterampilan menulis teks eksposisi  peserta didik dengan minat rendah. Hasil penelitian adalah (1 model show not tell efektif digunakan  dalam membelajarkan menulis teks eksposisi bagi peserta didik yang memiliki minat tinggi, (2 model mind map efektif digunakan dalam membelajarkan menulis teks eksposisi bagi peserta didik yang memiliki minat rendah, dan (3 model show not tell lebih efektif digunakan dalam membelajarkan menulis teks eksposisi bagi peserta didik yang memiliki minat tinggi, sedangkan model mind map efektif digunakan dalam membelajarkan teks eksposisi pagi peserta didik yang memiliki minat rendah.

PENGARUH MODEL PEMBELAJARAN SYNECTICS DIPADU MIND MAPS TERHADAP KEMAMPUAN BERPIKIR KREATIF, SIKAP KREATIF, DAN PENGUASAAN MATERI BIOLOGI

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Muh Khalifah Mustami

2007-12-01

Full Text Available One of the important tasks in teaching is assisting students to think. Synectics Model matched with Mind Maps are viewed necessary to be applied in the instruction in order to achieve the target.The research is an experiment research with pre-test post-test control group design. The results of analyses indicate that: (1 there is significance difference with the mean score of creative think ability, creative attitude, and mastery of biology materials due to difference of instruction model used, (2 there is no significant difference of mean score of creative attitude among the students who belong to the high and low achievement. (3 there is no interactional effect between the instructional model used with the students entry behavior towards creative thinking ability, creative attitude, and mastery of biology materials.

The effect of using digital mind mapping on cognitive achievement and performance level of some basic skills in handball

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Khaled Thabet Awad

2016-07-01

Full Text Available This study aims to identify the effect of using digital mind maps to on the cognitive achievement and the performance level of some basic skills in handball. Research population includes the first-year students at the Faculty of Physical Education in Port Said consisting of 200 students. Research Sample both researchers randomly selected the sample of first year students. The total sample size reaches 180 students with a 90.00%, after excluding failed students, re-registered students, the students of other levels of curriculum, practitioners to previous experiences and irregular students. The total number was 20 students with a percentage of (10.00%. They were divided into: Basic Sample: includes 80 students with a 44.44%. They were divided into two equal groups of 40 students. First Exploratory Sample: includes 60 students from the same research population and from outside the basic sample in order to find Tests Validity of the tests with a 33.33%. Second Exploratory Sample: includes 40 students from the same research population and from outside the basic sample in order to find Tests Reliability of the tests and identify the extent of pilot program appropriateness for the sample under discussion with a 22.22%. The first-year students were selected, according to the study plan, which contains a handball curriculum for the students of this educational level. Statistical Treatments: Both researchers conducted data statistically processes, using a statistical package for Social Sciences, SPSS ver. 20.0, in order to identify: arithmetic mean, standard deviation, median, skewness coefficient, correlation coefficient, discriminant validity coefficient, "t" test per one group, "t" test per two groups. The use of mind maps has a positive effect better than (explanation and model method on the cognitive achievement and the performance level of some basic skills in handball. Active learning techniques, such as the method of digital mind maps in teaching

Preclinical medical students’ understandings of academic and medical professionalism: visual analysis of mind maps

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Rees, Charlotte E

2017-01-01

Introduction Several studies have begun to explore medical students’ understandings of professionalism generally and medical professionalism specifically. Despite espoused relationships between academic (AP) and medical professionalism (MP), previous research has not yet investigated students’ conceptualisations of AP and MP and the relationships between the two. Objectives The current study, based on innovative visual analysis of mind maps, therefore aims to contribute to the developing literature on how professionalism is understood. Methods We performed a multilayered analysis of 98 mind maps from 262 first-year medical students, including analysing textual and graphical elements of AP, MP and the relationships between AP and MP. Results The most common textual attributes of AP were learning, lifestyle and personality, while attributes of MP were knowledge, ethics and patient-doctor relations. Images of books, academic caps and teachers were used most often to represent AP, while images of the stethoscope, doctor and red cross were used to symbolise MP. While AP-MP relations were sometimes indicated through co-occurring text, visual connections and higher-order visual metaphors, many students struggled to articulate the relationships between AP and MP. Conclusions While the mind maps’ textual attributes shared similarities with those found in previous research, suggesting the universality of some professionalism attributes, our study provides new insights into students’ conceptualisations of AP, MP and AP-MP relationships. We encourage medical educators to help students develop their understandings of AP, MP and AP-MP relationships, plus consider the feasibility and value of mind maps as a source of visual data for medical education research. PMID:28821520

KEEFEKTIFAN MODEL PBL DENGAN MIND MAP MELALUI HANDS ON ACTIVITY TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA

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Istika Ramadhani

2015-08-01

Full Text Available Penelitian ini bertujuan untuk mengetahui keefektifan pembelajaran model PBL dengan mind map melalui hands on activity terhadap kemampuan berpikir kreatif siswa. Populasi dalam penelitian ini adalah siswa kelas VII SMP Negeri 7 Semarang Tahun Ajaran 2014/2015. Pemilihan sampel dengan menggunakan cluster random sampling, diperoleh siswa kelas VII G sebagai kelas eksperimen1, kelas VII E sebagai kelas eksperimen 2, dan kelas VII C sebagai kelas kontrol. Kelas eksperimen 1 diberikan pembelajaran model PBL dengan mind map melalui hands on activity, kelas eksperimen 2 diberikan pembelajaran model PBL dengan mind map, dan kelas kontrol diberikan pembelajaran model ekspositori. Instrumen penelitian yang digunakan adalah tes kemampuan berpikir kreatif dan lembar pengamatan aktivitas siswa. Data dianalisis dengan uji proporsi, uji beda rata dengan anava, uji lanjut LSD, dan uji regresi. Hasil penelitian adalah (1 kemampuan berpikir kreatif siswa pada kelas eksperimen 1 dapat mencapai kriteria ketuntasan belajar; (2 kemampuan berpikir kreatif siswa pada kelas eksperimen 2 dapat mencapai kriteria ketuntasan belajar; (3 terdapat perbedaan kemampuan berpikir kreatif antara siswa pada kelas eksperimen 1, eksperimen 2, dan kelas kontrol. (4 terdapat pengaruh positif dari aktivitas belajar siswa pada kelas eksperimen 1 terhadap kemampuan berpikir kreatif siswa

Mind Maps to Modify Lack of Attention among Saudi Kindergarten Children

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Daghistan, Bulquees Ismail Abdul Majid

2016-01-01

This research study aims at investigating the impact of Mind Maps on modifying the lack of attention in Arabic language class among Saudi Kindergarten children. To achieve the goals of this study the researcher used an experimental design with a random sample from AlRae'd Kindergarten's children in Riyadh -Saudi Arabia for the academic year…

A teaching-learning sequence about weather map reading

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Mandrikas, Achilleas; Stavrou, Dimitrios; Skordoulis, Constantine

2017-07-01

In this paper a teaching-learning sequence (TLS) introducing pre-service elementary teachers (PET) to weather map reading, with emphasis on wind assignment, is presented. The TLS includes activities about recognition of wind symbols, assignment of wind direction and wind speed on a weather map and identification of wind characteristics in a weather forecast. Sixty PET capabilities and difficulties in understanding weather maps were investigated, using inquiry-based learning activities. The results show that most PET became more capable of reading weather maps and assigning wind direction and speed on them. Our results also show that PET could be guided to understand meteorology concepts useful in everyday life and in teaching their future students.

The effect of dimensions of knowledge sharing on a variety of strategic mind map of managers and employees

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Pegah Azema

2016-12-01

Full Text Available Based on cognitive school of strategic management, the mental (intellectual map of managers and employees is highly effective on survival and development of their companies. The number of mental maps that managers and employees of a company have on situations and categories (quantity and the quality (accuracy and precision of mind maps can be decisive factors in the success of their companies. One of the most important factors affecting the mind map is knowledge sharing. This study seeks to explain the dimensions of this impact. Based on objective, this is a descriptive - explanatory study, while it is an applied one according to the result. It is cross-sectional research based on time, and a surveying according to the methodology. The target population members included the managers and employees of a large industrial complex in the North West of Iran. The sampling method was a stratified randomized approach, and the sample size was calculated using the Cochran formula as 237 subjects. The data were collected by a researcher-made questionnaire containing 36 questions. The results showed that knowledge sharing affects the formation of a strategic map of managers and employees significantly and differently through each of the three categories of organizational factors, personal factors, and knowledge factors. This means that each of these knowledge sharing approaches affects each of the eight mind maps with different quality and quantity. Also, knowledge sharing is not a universal current among all managers and employees; in addition, it is unclear that sharing of knowledge will essentially boost more useful and functional mental maps, and perhaps, it would act otherwise. Therefore, it is necessary to conduct the process of knowledge-sharing to continuously integrate and improve mind maps of decision-takers and decision-makers.

The effect of Using Mind Mapping and Learning Styles to Geography Learning outcomes of Junior High School Students

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Sigit Purwoko

2015-02-01

Full Text Available Pengaruh Penggunaan Peta Pikiran dan Gaya Belajar terhadap Hasil Belajar Geografi Siswa SMP Abstract: This study aimed to determine the effect of the use of mind maps, learning styles and inter-action using a mind map learning style on geography learning outcomes. This study was a quasi-experimental study, with a 2 x 3 factorial design study subject consisted of two classes of class VII G as experimental class and class VII F as a control class. Variables consisted of: (1 the dependent variable is the student learning outcomes; (2 the independent variable is the use of mind maps; and (3 is the moderator variable learning styles. Geography learning outcomes were measured using an objective test, whereas learning styles with questionnaires. Measurement data are then analyzed using ANOVA two paths with SPSS v.7. Results of data analysis using ANOVA two path showed that: (1 the use of mind maps significantly effect on learning outcomes geography; (2 learning style does not significantly affect the results of learning geography; and (3 there is no interaction between the use of mind maps and learning style on learning outcomes. Key Words: mind maps, learning styles, learning outcomes   Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan peta pikiran, gaya belajar dan interaksi penggunaan peta pikiran dengan gaya belajar terhadap hasil belajar geografi. Penelitian ini merupakan penelitian eksperimen semu, dengan desain faktorial 2 x 3. Subjek penelitian terdiri dari dua kelas yaitu kelas VII G sebagai kelas eksperimen dan kelas VII F sebagai kelas kontrol. Variabel penelitian terdiri dari: (1 variabel terikat adalah hasil belajar siswa; (2 variabel bebas adalah pengguna-an peta pikiran; dan (3 variabel moderator adalah gaya belajar. Hasil belajar geografi diukur menggunakan tes objektif, sedangkan gaya belajar dengan angket. Data hasil pengukuran dianalisis menggunakan anova dua jalur dengan bantuan SPSS v.7. Hasil analisis data

The Effect of Guided Inquiry Learning with Mind Map to Science Process Skills and Learning Outcomes of Natural Sciences

OpenAIRE

Hilman .

2015-01-01

Pengaruh Pembelajaran Inkuiri Terbimbing dengan Mind Map terhadap Keterampilan Proses Sains dan Hasil Belajar IPA   Abstract: Science learning in junior high school aims to enable students conducts scientific inquiry, improves knowledge, concepts, and science skills. Organization materials for students supports learning process so that needs to be explored techniques that allows students to enable it. This study aimed to determine the effect of guided inquiry learning with mind map on...

Perceptions in the Mind Maps of Turkish Children Living in England at Primary Education Level about their Home Country Turkey and the World

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Gülnur AYDIN

2017-12-01

Full Text Available This research was conducted to determine the perceptions of Turkish children in their mind maps at the primary educational level living in the UK and parental views on these perceptions about the children’s home country Turkey and the world. For this purpose, case study approach in qualitative research is preferred. The study group consists of 36 children aged 8-10 years and 17 parents living in England, Nottingham and selected through a maximum diversity sampling. As a data collection tool, students' personal information form, interviews made with parents and mind maps for children's perception of the world and Turkey were used. Content analysis is applied to analyse the data obtained from the mind maps. The data were coded for the detected themes and presented in tables with frequency values. In the analysis of the data obtained from the parental interviews, typological analysis was used. Opinions about the subject were given directly, without intervention. As a result of the research, while the Turkish children who live in Nothingham have information about the beauties of their home country and its localities, the Turkish flag, food, politics, the coup and terrorist incidents, their parents reported that they told the information about Turkey to their children and they go to Turkey once a year or once in two years. In the children’s mind maps about the world, there is the US President Donald Trump, people with different colours and races, wars, creatures, countries. Parents expressed that they think that it is better to avoid bad information / news sources because the events that happen in the world (war, terror etc. break the psychology of their children. In addition, children's mind maps for world perceptions are more diverse than the mind maps for perception of Turkey, also the children show bilingual characteristics in their mind maps.

PENERAPAN MODEL MIND MAP UNTUK MENINGKATKAN KREATIVITAS DAN PEMAHAMAN SISWA PADA MATERI SEJARAH KERAJAAN ISLAM DI INDONESIA

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Dian Nur Fauziah

2017-08-01

Full Text Available The result of observation in grade V students at SDN II Galanggang has a low understanding about the history of Islamic Kingdom in Indonesia. The reason among others, because the learning process that takes place more directed at the achievement of material targets, so that the impact on passive student activity and student learning outcomes have not shown minimal achievements that have been determined. Solution to overcome by applying mind-map model. The research method used is Classroom Action Research Method (PTK. The purpose of this research is to improve students' creativity and understanding. The results of this study showed an increase in student creativity in the cycle I 68.8%, 92.88% cycle II, and 95.6% III cycle. Likewise with students' understanding of the cycle I 77.7%, 84.4% II cycle, and 91.1% III cycle. Thus the application of mind map model can improve students' creativity and understanding on the history of Islamic kingdom in Indonesia.  Keywords: mind map, creativity, comprehension.

Penggunaan Mind Map dalam Pembuktian Matematika

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Luh Putu Ida Harini

2016-06-01

Full Text Available Matematika merupakan salah satu bidang ilmu yang keberadaanya disusun dari suatu sistem yang penuh dengan perjanjian dan terbangun atas logika dari sekelompok unsur, relasi, dan operasi yang diramu secara aksiomatik serta kebenarannya harus terjamin. Dengan demikian maka pembuktian dalam matematika menjadi salah satu modal terpenting dalam pengembangan matematika. Beberapa orang menganggap pembuktian dalam matematika merupakan suatu keindahan tersendiri walaupun seringkali dalam merangkai fakta-fakta kebenaran melalui penalaran yang logis tidaklah mudah. Diperlukan banyak latihan dan pembelajaran untuk menguasai keterampilan ini. Berlatih memahami bukti adalah salah satu cara termudah dalam memulai memahami konsep matematika yang lebih abstrak.  Akan tetapi pada kenyataannya memahami bukti  yang sudah ada saja bukan merupakan hal yang mudah, apalagi jika diminta untuk membuktikan. Oleh karena itu dalam tulisan ini akan diulas salah satu alternatif penggunaan mind map dalam membantu memperkenalkan konsep terkait pembuktian dan membiasakan diri menggunakan metode-metode pembuktian yang sudah ada.

Construction and Implementation of Teaching Mode for Digital Mapping based on Interactive Micro-course Technology

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Ning Gao

2018-02-01

Full Text Available The era of “Internet + education” has caused reforms in teaching ideas, teaching modes, and learning styles. The emergence of micro-course technology provides new strategies for integrating learning styles. Task-driven digital mapping teaching, known as traditional classroom organization, has poor teaching effect due to single learning style and strategy. A new teaching mode for digital mapping was constructed in this study based on micro-course technology by combining interactive micro-course technology and digital mapping teaching to adapt to the demands of modern teaching. This teaching mode mainly included four modules, namely, micro-courseware, micro-video, micro-exercise, and micro-examination. It realized the hierarchical teaching of knowledge points in digital mapping course, simplification of basic principles, simulation of engineering cases, and self-evaluation of learning outcomes. The teaching mode was applied to 114 students from the Mapping Engineering Department of Henan University of Urban Construction. Results indicate that the proposed teaching mode based on interactive micro-course technology promoting the independent after-class learning of the students, stimulating their learning enthusiasm, enhancing their practical abilities of the students, and improving the effect of teaching. This mode of teaching provides a new concept for the teaching mode reform of other courses in mapping engineering.

Application possibilities of mind map in social skills training of children with behavioural problems

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I. Kirilova-Moutafova

2017-09-01

Full Text Available What impresses in clinical practice when dealing with children with antisocial destructive behaviours are the difficulties they have to foresee the impact of their own actions; and with some children, to such an extent that it is even impossible to track their behaviour in the time to come. This is a significant aspect and a goal of the training of children with behavioural issues: developing skills for action planning; foreseeing the outcome in the future and making the right choices, especially in conflict situation. Training by using mind map techniques in this study is based on an objective assessment of the real needs of a child and the goal of the training is to translate the acquired social skills into real-life situations. This study provides the results of twelve months of monitoring of runaways from Correctional Boarding Schools (CBS and Social-Educational Boarding Schools (SEBS of 50 children trained by using the mind map technique.

Schematizing and Processing Informational Texts with Mind Maps in Fifth and Sixth Grade

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Merchie, Emmelien; Van Keer, Hilde

2013-01-01

From the age of 11-13, children start to spend increasingly more time on learning from texts. The need arises to support them in dealing with this text information and engaging them in self-regulated learning (SRL). This study is embedded within the cognitive component of SRL and focuses on mind mapping as a promising organizational learning…

The effect of mind mapping on listening comprehension and vocabulary in early childhood education

NARCIS (Netherlands)

Koster, M.P.; van der Wilt, F.M.; van Kruistum, C.J.; van der Veen, Chiel

2017-01-01

In a quasi-experimental study with a pre-posttest design we examined the effect of a mind mapping intervention on listening comprehension and vocabulary of preschoolers (aged 4-6) in the Netherlands. Two classes (n=39) participated in the study. In the intervention condition (n=17) the teacher

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

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

2018-01-01

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.

DATA VISUALIZATION TECHNOLOGIES IN TEACHING ENGLISH AT HIGHER EDUCATIONAL ESTABLISHMENTS

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Bogdana Saliuk

2016-12-01

Full Text Available The article discusses the use of data visualization technologies such as infographics and mind map in teaching foreign languages, particularly English, to students of non-special faculties of the higher educational establishments (programmers, psychologists, engineers, musicians etc. The expediency of introduction of these technologies that will help to relief students’ perception of grammatical or lexical material as well as to optimize the educational process and interest in further study of English is noted. Infographics is used for the activation of lexical units, the assimilation of grammatical phenomena, the simulation of real-life situations to develop skills of monologue and dialogue speech, as well as for training in the use of lexical and grammatical material. The practice of English language teaching to students of non-special faculties illustrates the fact that they better perceive English phrasal verbs, thematic vocabulary, grammar, idioms through visualization. At the same time it helps to save time on the explanation of linguistic material in favor of speech activity. Mind map is also useful in the study of lexical and grammatical material in different stages – from the introduction of new themes to its repetition and generalization. Implementing mind map into the educational process the teacher can build the system of communicative exercises, the analysis of professional texts, group, individual and independent work of students.

The Emergence of the Teaching/Learning Process in Preschoolers: Theory of Mind and Age Effect

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Bensalah, Leila

2011-01-01

This study analysed the gradual emergence of the teaching/learning process by examining theory of mind (ToM) acquisition and age effects in the preschool period. We observed five dyads performing a jigsaw task drawn from a previous study. Three stages were identified. In the first one, the teacher focuses on the execution of her/his own task…

Influence Model Assisted Learning Cycle Mind Map to Achievement Physics Laboratory Judging from the performance Grade VIII SMPN 1 Rejoso Pasuruan

OpenAIRE

Ary Analisa Rahma

2014-01-01

Pengaruh Model Siklus Belajar Berbantuan Mind Map terhadap Prestasi Belajar Fisika Ditinjau dari Kinerja Laboratorium Siswa Kelas VIII SMPN 1 Rejoso Kabupaten Pasuruan Abstract: This study aimed to examine the effect of the learning cycle models aided the mind map on the learning achievement in terms of the performance of laboratory physics class VIII student on light material in SMP Negeri 1 Rejoso Pasuruan. This study is a quasi-experimental research. The research design used is a 2 x 2...

8 Questions About the Conscious Mind

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Dooremalen, A.J.P.W.

Can the mind function separately from the brain? Can machines have conscious minds? Is Google Maps part of the conscious mind? Hans Dooremalen provides answers to these three and five other questions about the conscious mind in an easy to read introduction to the philosophy of mind.

Cognitive ergonomics: the use of mind mapping tool in maintaining productive sector of a Brazilian paper company.

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Mattos, Diego; Mateus, José Roberto; Merino, Eugenio

2012-01-01

The use of mind maps as a method of building knowledge, planning, organizing activities and ideas can be seen in the literature related to ergonomics. The results of such use are relevant and its use in academic area found. However, regarding to its use in industrial environments, studies can't not be found. With this scenario, and based on the perception of the ergonomist about the importance of using methods such as mind maps in support of human cognition, it seems pertinent to its use in industry sectors whose cognitive demand requires. Given these assumptions, this study aimed to apply the method of Mind Maps in Productive Maintenance sector of a Brazilian paper. The Productive Maintenance sector in the Paper Industry has an important contribution to operational performance. With practical Predictive Maintenance, Preventive Maintenance and Corrective Maintenance, the industry advocates to make the machines to produce paper is not to stop producing when they are programmed to do so. Among the practices cited, the Preventive Maintenance is one that leads to pre-determined intervals in order to reduce the possibility of placing the equipment in a condition below the required level of acceptance. Therefore, this article aims to propose using the tool "mental maps" in order to collaborate in planning and implementation of preventive maintenance activities in the sector of mechanical maintenance of a pulp and paper industry in southern Brazil. The study investigated the maintenance sector through its employees, who went through training about the tool and then use it and ergonomists company.

3-D Mind Maps: Placing Young Children in the Centre of Their Own Learning

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Howitt, Christine

2009-01-01

Three-dimensional mind maps are a highly effective tool for providing engaging, kinaesthetic and sensory experiences for young children, with real objects used to promote the sharing of knowledge and the creation of connections. The use of real objects allows children the opportunity to connect with those objects at a personal level, thus placing…

KEEFEKTIFAN MODEL PjBL DENGAN TUGAS CREATIVE MIND-MAP UNTUK MENINGKATKAN KONEKSI MATEMATIK SISWA

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Zulfa Ainurrizqiyah

2015-08-01

Full Text Available Tujuan  penelitian ini adalah untuk mengetahui  peningkatan kemampuan koneksi matematik, apakah terdapat perbedaan serta manakah yang lebih baik antara pembelajaran dengan model PjBL dengan tugas creative mind-map dan pembelajaran ekspositori pada siswa kelas X materi Trigonometri. Penelitian eksperimen yang dilakukan dengan pre and posttest control group design ini memiliki populasi yakni siswa kelas X SMAN 1 Sukorejo tahun ajaran 2014/2015. Dengan menggunakan cluster random sampling, terpilih sampel yaitu siswa kelas XB sebagai kelas kontrol dengan pembelajaran ekspositori dan XC sebagai kelas eksperimen dengan model PjBL dengan tugas creative mind-map. Data kemampuan koneksi matematik dianalisis menggunakan uji proporsi, uji beda rata-rata. Berdasarkan uji proporsi, diperoleh lebih dari 75 % siswa kelas eksperimen mencapai nilai ketuntasan belajar, yaitu 75. Selain itu, diperoleh adanya perbedaan hasil kemampuan koneksi matematik antar kedua kelas dimana kelas eksperimen lebih baik daripada siswa kelas kontrol. Sedangkan untuk peningkatan menggunakan uji t berpasangan dan gain ternormalisasi dengan hasilnya yaitu terdapat peningkatan kemampuan koneksi matematik pada kelas eksperimen dengan kriteria tinggi.

Mindful Learning: A Case Study of Langerian Mindfulness in Schools.

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Davenport, Chase; Pagnini, Francesco

2016-01-01

The K-12 classroom applications of mindfulness as developed by Ellen Langer are discussed in a case study of a first-year charter school. Langerian Mindfulness, which is the act of drawing distinctions and noticing novelty, is deeply related to well-being and creativity, yet its impact has yet to be tested at the primary or secondary school level. The objective of the article is to display how Langerian Mindfulness strategies could increase 21st century skills and Social-Emotional Learning in primary classrooms. The New School San Francisco, an inquiry-based, socioeconomically and racially integrated charter school, serves as a model for mindful teaching and learning strategies. It is concluded that when mindful strategies are implemented, students have significant opportunities to exercise the 21st century skills of creativity, collaboration, communication and critical thinking. Langerian Mindfulness is also considered as a tool for increasing Social-Emotional Learning in integrated classrooms. It is recommended that mindful interventions be further investigated in the primary and secondary school context.

The Problem with Reform from the Bottom up: Instructional practises and teacher beliefs of graduate teaching assistants following a reform-minded university teacher certificate programme

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Addy, Tracie M.; Blanchard, Margaret R.

2010-05-01

Reform-minded practices are widely encouraged during pre-service science teacher education in concert with national reform documents. This contrasts to the nature of instruction within university science laboratories in which pre-service teachers enrol, which are largely confirmatory in nature. Undergraduate science laboratories are taught predominantly by graduate teaching assistants (GTAs) with minimal teacher preparation. The purpose of this mixed-methods study is to investigate the instructional practices and teacher beliefs of eight GTAs at a university with very high research activity who completed a reform-minded Teacher Certificate Programme, asking: What are their beliefs about teaching? How are their practices described? Do their beliefs and practices differ from one another? Do their teaching beliefs correspond with their practices? Findings indicate that GTAs held moderately reform-minded "transitional" beliefs of teaching following the programme, yet displayed fairly traditional instruction. Cross-case findings highlight similar patterns across subscales of the RTOP that draw attention to underlying constraints of the laboratory curriculum structure. We suggest that GTA professional development is best undertaken concurrent with laboratory course revision.

The Effect of Using Mind Maps on the Development of Maths and Science Skills

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Polat, Ozgul; Yavuz, Ezgi Aksin; Tunc, Ayse Betul Ozkarabak

2017-01-01

The aim of this study is to examine the effect of mind mapping activities on the maths and science skills of children 48 to 60 months of age. The study was designed using an experimental model with a pre-test post-test and a control group. Accordingly, the hypotheses of the study was that there would be meaningful differences in the values…

Mindful Learning: A Case Study of Langerian Mindfulness in Schools

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Chase Davenport

2016-09-01

Full Text Available The K-12 classroom applications of mindfulness as developed by Ellen Langer are discussed in a case study of a first-year charter school. Langerian Mindfulness, which is the act of drawing distinctions and noticing novelty, is deeply related to well-being and creativity, yet its impact has yet to be tested at the primary or secondary school level. The objective of the article is to display how Langerian Mindfulness strategies could increase 21st century skills and Social-Emotional Learning in primary classrooms. The New School San Francisco, an inquiry-based, socioeconomically and racially integrated charter school, serves as a model for mindful teaching and learning strategies. It is concluded that when mindful strategies are implemented, students have significant opportunities to exercise the 21st century skills of creativity, collaboration, communication and critical thinking. Langerian Mindfulness is also considered as a tool for increasing Social-Emotional Learning in integrated classrooms. It is recommended that mindful interventions be further investigated in the primary and secondary school context.

Mindfulness and the Beginning Teacher

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Bernay, Ross S.

2014-01-01

This article reviews a hermeneutic phenomenological study of five beginning teachers who were introduced to mindfulness during their initial teacher education programme. The participants kept fortnightly journals and engaged in three interviews with the researcher to assess the benefits of using mindfulness during the first year of teaching. The…

Mapping of Primary Instructional Methods and Teaching Techniques for Regularly Scheduled, Formal Teaching Sessions in an Anesthesia Residency Program.

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Vested Madsen, Matias; Macario, Alex; Yamamoto, Satoshi; Tanaka, Pedro

2016-06-01

In this study, we examined the regularly scheduled, formal teaching sessions in a single anesthesiology residency program to (1) map the most common primary instructional methods, (2) map the use of 10 known teaching techniques, and (3) assess if residents scored sessions that incorporated active learning as higher quality than sessions with little or no verbal interaction between teacher and learner. A modified Delphi process was used to identify useful teaching techniques. A representative sample of each of the formal teaching session types was mapped, and residents anonymously completed a 5-question written survey rating the session. The most common primary instructional methods were computer slides-based classroom lectures (66%), workshops (15%), simulations (5%), and journal club (5%). The number of teaching techniques used per formal teaching session averaged 5.31 (SD, 1.92; median, 5; range, 0-9). Clinical applicability (85%) and attention grabbers (85%) were the 2 most common teaching techniques. Thirty-eight percent of the sessions defined learning objectives, and one-third of sessions engaged in active learning. The overall survey response rate equaled 42%, and passive sessions had a mean score of 8.44 (range, 5-10; median, 9; SD, 1.2) compared with a mean score of 8.63 (range, 5-10; median, 9; SD, 1.1) for active sessions (P = 0.63). Slides-based classroom lectures were the most common instructional method, and faculty used an average of 5 known teaching techniques per formal teaching session. The overall education scores of the sessions as rated by the residents were high.

The Mindfulness-Enhanced Strengthening Families Program: Integrating Brief Mindfulness Activities and Parent Training within an Evidence-Based Prevention Program

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Coatsworth, J. Douglas; Duncan, Larissa G.; Berrena, Elaine; Bamberger, Katharine T.; Loeschinger, Daniel; Greenberg, Mark T.; Nix, Robert L.

2014-01-01

Teaching mindfulness to parents as well as adolescents through a family-centered intervention approach can have a positive impact on the parent-youth relationship. In mindful parenting, caretakers are aware of their own feelings and emotions, and interact with their adolescents in a mindful way by demonstrating emotional awareness, attentive…

Mindfulness Practices and Learning Economics

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Borker, David R.

2013-01-01

There is a growing interest among educators in teaching and learning practices based on mindfulness, a concept derived from eastern meditative traditions. This paper describes how mindfulness practices and concepts can be used to enhance the student's learning experience in beginning economics courses. Specific areas with a high potential for…

Improving Students' Creative Thinking and Achievement through the Implementation of Multiple Intelligence Approach with Mind Mapping

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Widiana, I. Wayan; Jampel, I. Nyoman

2016-01-01

This classroom action research aimed to improve the students' creative thinking and achievement in learning science. It conducted through the implementation of multiple intelligences with mind mapping approach and describing the students' responses. The subjects of this research were the fifth grade students of SD 8 Tianyar Barat, Kubu, and…

Teachers' Perceptions of Esri Story Maps as Effective Teaching Tools

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Strachan, Caitlin; Mitchell, Jerry

2014-01-01

The current study explores teachers' perceptions of Esri Story Maps as effective teaching tools. Story Maps are a relatively new web application created using Esri's cloud-based GIS platform, ArcGIS Online. They combine digitized, dynamic web maps with other story elements to help the creator effectively convey a message. The relative ease…

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STAD BERBANTUAN PEMETAAN PIKIRAN (MIND MAPPING TERHADAP KEMAMPUAN MENULIS TEKS BERITA SISWA KELAS VIII SMP NEGERI 1 PANTI

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Ricci Gemarni Tatalia, M.Pd

2017-05-01

Full Text Available This study was generated from the problem of students’ ability in writing news texts ini class VIII, SMPN 1 Panti. Some of the problem were (1 lack of the students’ response towards news writing teaching and learning process, (2 lack of teacher’s creativity in designing interesting news sriting learning model, (3 no appropriate creative techniques applied by the teacher which could train the students to develop their skill in writing news texts and (4 lack of the students’ motivation in participating in teaching and learning process because of their lack of understanding in the elements of news. Thus, this study was aimed at escribing the effect of the students’ ability ini writing news texts in class VIII SMP N 1 Panti. This was a quantitative research with factorial 2x2 experimental design. The population was the students in class VIII SMPN 1 Panti. Sampling technique was done by using random sampling and the data was collected through test. The result of the study revealed that cooperative learning model with STAD mind mapping type affected the students’ ability in writing news texts

The Effects of Utilising the Concept Maps in Teaching History

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Nair, Subadrah Madhawa; Narayanasamy, Moganasundari

2017-01-01

Teaching History is a tough and challenging task for teachers because most students consider History as a boring subject. Many studies indicate that students are not interested in learning History. This paper is based on a quasi-experimental study conducted to investigate the effects of utilizing the concept map method in the teaching of History…

A survey of the images used on the Arthritis Research UK (ARUK) Osteomalacia Mind-Map in relation to cultural background.

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Walker, David; Robinson, Sandra; Jagatsinh, Yogen; Adebajo, Ade; Helliwell, Philip; Rahman, Anisur

2011-06-01

To explore the appropriateness of the images in the Arthritis Research UK Mind-Map for Osteomalacia with people for whom it was intended (Bengali; Gujarati; Hindi; Punjabi and Urdu). Participants were identified in a convenient sample from contacts within their communities. They were asked to comment on the images for meaning, suitability and offence to people from their culture. A total of 56 people were surveyed. Appropriateness responses were either generic: Images of bone metabolism were confusing [31/56]; muscle weakness "looked like knee pain" [16/56]; a bending and cracking bone "looked like a dog's bone" [22/56] and that the bone pain man "looked like he had toothache" [21/56]; or culture-specific the depiction of food and the Burqa as below. Only 3 images caused any offence, phrased as "may offend someone". The Burqa was described as stereotyping. The images on the current Osteomalacia Mind-Map are largely appropriate and have little capacity to offend. Some may be improved upon in terms of conveying meaning. One set of images can suit all of the cultures. Images can cross cultural barriers. The revised Mind-Map should be more useful in conveying meaning to a wider selection of patients.

Building Minds, Minding Buildings: Our Union's Road Map to Green and Sustainable Schools

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Spake, Amanda

2008-01-01

Late in 2006, the American Federation of Teachers (AFT) released the first report in this series, "Building Minds, Minding Buildings: Turning Crumbling Schools into Environments for Learning." This second report, which covers the green schools movement is a natural follow-up; it highlights the work of AFT members and affiliates involved…

Teaching pattern diversification for optics course: motivate interest, open minds and apply flexibly

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Wang, Yunxin; Wang, Dayong; Rong, Lu; Zhao, Jie

2015-10-01

Optics is one of the most important basic courses for college students majoring in Applied Physics in university, which can supply the essential theoretical foundation for the subsequent courses such as Information Optics and Electrodynamics etc.. So Optics course plays a supporting effect in the knowledge frame of the college students. Optics course has its own feature, for one thing, many optical contents cannot be understood directly and easily, for another the optical phenomenon or experiments are interesting and can be displayed intuitively. Considering the above feature, the diversiform teaching patterns are developed to improve the teaching effect. To motivate their interest, students have the chance to visit optical laboratory for both teaching demonstration and science research, and voluntary demonstration of teaching apparatus in class are another approach. Furthermore, digital simulation and experimental design according to the classical knowledge are introduced to the optics course, so students can comprehend and verify the optical principle. Students are encouraged to propose new ideas, and these ideas can be achieved with the help of teachers and the funds support from our university. Besides, some talent students will be invited to join a research group composing by graduate students and teachers. In this group, the students have the chance to touch frontier topics in optics. The diversification of teaching patterns can supply a developing space with the rising gradient for students, which can inspire the interest, open their minds and make them apply flexibly by the participatory and inquiry.

Perceptions of Pre-Service Social Sciences Teachers Regarding the Concept of "Geography" by Mind Mapping Technique

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Ozturk Demirbas, Cagri

2013-01-01

The objective of this study is to present the perceptions of preservice social sciences teachers regarding the concept of geography. In the study, the study group consists of 46 preservice social sciences teachers, who receive education at Ahi Evran University. The data were collected in December, 2010. Mind maps were used as data collection tools…

Teaching Theory of Mind: A Curriculum for Children with High Functioning Autism, Asperger's Syndrome, and Related Social Challenges

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Ordetx, Kirstina

2012-01-01

This book provides teachers and other professionals with a highly effective, easy-to-follow curriculum for teaching children with high-functioning autism, Asperger syndrome and related social challenges to relate to and interact with others successfully by developing a solid, basic foundation in Theory of Mind (ToM). Dr. Kirstina Ordetx provides…

Successful Teaching, Learning, and Use of Digital Mapping Technology in Mazvihwa, Rural Zimbabwe

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Eitzel Solera, M. V.; Madzoro, S.; Solera, J.; Mhike Hove, E.; Changarara, A.; Ndlovu, D.; Chirindira, A.; Ndlovu, A.; Gwatipedza, S.; Mhizha, M.; Ndlovu, M.

2016-12-01

Participatory mapping is now a staple of community-based work around the world. Particularly for indigenous and rural peoples, it can represent a new avenue for environmental justice and can be a tool for culturally appropriate management of local ecosystems. We present a successful example of teaching and learning digital mapping technology in rural Zimbabwe. Our digital mapping project is part of the long-term community-based participatory research of The Muonde Trust in Mazvihwa, Zimbabwe. By gathering and distributing local knowledge and also bringing in visitors to share knowledge, Muonde has been able to spread relevant information among rural farmers. The authors were all members of Muonde or were Muonde's visitors, and were mentors and learners of digital mapping technologies at different times. Key successful characteristics of participants included patience, compassion, openness, perseverance, respect, and humility. Important mentoring strategies included: 1) instruction in Shona and in English, 2) locally relevant examples, assignments, and analogies motivated by real needs, 3) using a variety of teaching methods for different learning modalities, 4) building on and modifying familiar teaching methods, and 5) paying attention to the social and relational aspects of teaching and learning. The Muonde mapping team has used their new skills for a wide variety of purposes, including: identifying, discussing, and acting on emerging needs; using digital mapping for land-use and agropastoral planning; and using mapping as a tool for recording and telling important historical and cultural stories. Digital mapping has built self-confidence as well as providing employable skills and giving Muonde more visibility to other local and national non-governmental organizations, utility companies, and educational institutions. Digital mapping, as taught in a bottom-up, collaborative way, has proven to be both accessible and of enormous practical use to rural Zimbabweans.

Mapping the Structure of Knowledge for Teaching Nominal Categorical Data Analysis

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Groth, Randall E.; Bergner, Jennifer A.

2013-01-01

This report describes a model for mapping cognitive structures related to content knowledge for teaching. The model consists of knowledge elements pertinent to teaching a content domain, the nature of the connections among them, and a means for representing the elements and connections visually. The model is illustrated through empirical data…

The New Science of Teaching and Learning: Using the Best of Mind, Brain, and Education Science in the Classroom

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Tokuhama-Espinosa, Tracey

2009-01-01

This book offers a definitive, scientifically grounded guide for better teaching and learning practices. Drawing from thousands of documents and the opinions of recognized experts worldwide, it explains in straight talk the new Mind, Brain, and Education Science--a field that has grown out of the intersection of neuroscience, education, and…

Pengaruh Penerapan Pembelajaran Arias Dipadu Mind Map terhadap Hasil Belajar Kognitif Siswa Kelas VII

OpenAIRE

Leliavia, Leliavia; Al Muhdhar, Mimien Henie Irawati; Suwono, Hadi

2017-01-01

This research was to determine the effect of differences ARIAS combined mind map learning and ARIAS learning to cognitive learning outcomes grade VII SMPN 1 Tempunak. This research with quasy research experiment design approach with the design of pretest-posttest. Data were analyzed using descriptive statistics and inferensial to test the hypothesis that analysis of covariance (ANCOVA) using SPSS 23 for windows with a significance level of 0,05. The study was conducted at the grade VII SMPN 1...

Teaching Topographic Map Skills and Geomorphology Concepts with Google Earth in a One-Computer Classroom

Science.gov (United States)

Hsu, Hsiao-Ping; Tsai, Bor-Wen; Chen, Che-Ming

2018-01-01

Teaching high-school geomorphological concepts and topographic map reading entails many challenges. This research reports the applicability and effectiveness of Google Earth in teaching topographic map skills and geomorphological concepts, by a single teacher, in a one-computer classroom. Compared to learning via a conventional instructional…

The Five-Aggregate Model of the Mind

OpenAIRE

Nandini D. Karunamuni

2015-01-01

The purpose of this article is to explore a model of the mind generally known as “the five aggregates” described in Buddhist teachings that relates to understanding subjective conscious experience from a first-person perspective. This model is explored as a potential theoretical resource that could guide meditation/mindfulness interventions. According to the five-aggregate model of the mind, all our experience involves...

Mapping of Primary Instructional Methods and Teaching Techniques for Regularly Scheduled, Formal Teaching Sessions in an Anesthesia Residency Program

DEFF Research Database (Denmark)

Vested Madsen, Matias; Macario, Alex; Yamamoto, Satoshi

2016-01-01

learning as higher quality than sessions with little or no verbal interaction between teacher and learner. A modified Delphi process was used to identify useful teaching techniques. A representative sample of each of the formal teaching session types was mapped, and residents anonymously completed a 5...... formal teaching session. The overall education scores of the sessions as rated by the residents were high....

Selecting healthcare information systems provided by third-party vendors: a mind map beyond the manuals.

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Gortzis, Lefteris G

2010-01-01

The selection of a new healthcare information system (HIS) has always been a daunting process for clinicians, health care providers and policy makers. The objective of this study is to present the lessons learned and the main findings from several relevant case studies to support this process. Data were collected by retrospectively reviewing the summative results of three well-established systems, acquiring feedback from two E.U. projects, and conducting semi-structured interviews with a number of collaborators involved in electronic healthcare interventions. Selection issues were identified and classified into the following five categories: (i) data creation, (ii) data management, (iii) data sharing, (iv) data presentation and (v) modules management. A mind map was also structured to provide a more manageable list of issues concerning the most common electronic clinical technologies (e-CT). The vendor manual is intended as an overview of the merchandise e-CT and therefore has limited potential in supporting effectively the selection process of a new HIS. The present classification and the mind map - based on lessons learned - provide a ready-to-use toolkit for supporting the HIS selection process when healthcare organisations are unable to employ research development groups to lay the groundwork for building a new HIS from scratch.

Stimulating Graphical Summarization in Late Elementary Education: The Relationship between Two Instructional Mind-Map Approaches and Student Characteristics

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Merchie, Emmelien; Van Keer, Hilde

2016-01-01

This study examined the effectiveness of two instructional mind-mapping approaches to stimulate fifth and sixth graders' graphical summarization skills. Thirty-five fifth- and sixth-grade teachers and 644 students from 17 different elementary schools participated. A randomized quasi-experimental repeated-measures design was set up with two…

Mind Over Matter: Methamphetamine

Science.gov (United States)

... Teaching Guide and Series / Methamphetamine Mind Over Matter: Methamphetamine (Meth) Print Order Free Publication in: English Spanish ... paranoia, aggressiveness, and hallucinations. The Brain's Response to Methamphetamine Hi, my name's Sara Bellum. Welcome to my ...

A pilot randomized trial teaching mindfulness-based stress reduction to traumatized youth in foster care.

Science.gov (United States)

Jee, Sandra H; Couderc, Jean-Philippe; Swanson, Dena; Gallegos, Autumn; Hilliard, Cammie; Blumkin, Aaron; Cunningham, Kendall; Heinert, Sara

2015-08-01

This article presents a pilot project implementing a mindfulness-based stress reduction program among traumatized youth in foster and kinship care over 10 weeks. Forty-two youth participated in this randomized controlled trial that used a mixed-methods (quantitative, qualitative, and physiologic) evaluation. Youth self-report measuring mental health problems, mindfulness, and stress were lower than anticipated, and the relatively short time-frame to teach these skills to traumatized youth may not have been sufficient to capture significant changes in stress as measured by electrocardiograms. Main themes from qualitative data included expressed competence in managing ongoing stress, enhanced self-awareness, and new strategies to manage stress. We share our experiences and recommendations for future research and practice, including focusing efforts on younger youth, and using community-based participatory research principles to promote engagement and co-learning. CLINICALTRIALS.GOV: Protocol Registration System ID NCT01708291. Copyright © 2015 Elsevier Ltd. All rights reserved.

Whole mind and shared mind in clinical decision-making.

Science.gov (United States)

Epstein, Ronald Mark

2013-02-01

To review the theory, research evidence and ethical implications regarding "whole mind" and "shared mind" in clinical practice in the context of chronic and serious illnesses. Selective critical review of the intersection of classical and naturalistic decision-making theories, cognitive neuroscience, communication research and ethics as they apply to decision-making and autonomy. Decision-making involves analytic thinking as well as affect and intuition ("whole mind") and sharing cognitive and affective schemas of two or more individuals ("shared mind"). Social relationships can help processing of complex information that otherwise would overwhelm individuals' cognitive capacities. Medical decision-making research, teaching and practice should consider both analytic and non-analytic cognitive processes. Further, research should consider that decisions emerge not only from the individual perspectives of patients, their families and clinicians, but also the perspectives that emerge from the interactions among them. Social interactions have the potential to enhance individual autonomy, as well as to promote relational autonomy based on shared frames of reference. Shared mind has the potential to result in wiser decisions, greater autonomy and self-determination; yet, clinicians and patients should be vigilant for the potential of hierarchical relationships to foster coercion or silencing of the patient's voice. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

THE EFFECT OF MIND MAPPING WITH PICTURE WORD CARDS TOWARD THE ABILITY OF EARLY READING FOR A HARD OF HEARING STUDENT

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Nurika Miftakul Janah

2016-12-01

Full Text Available A Student with hard of hearing hasa limited vocabulary and difficulty understanding abstract words. The purposes of this research were to describe: (1 the ability of early reading for a hard of hearing student at the time before the intervention, (2 the ability of early reading for a hard of hearing student after the intervention, and (3 the effect of mind mapping with picture word card toward the ability of early reading for a hard of hearing student in the class I. This study used a single subject research (SSR with A-B-A design. These results indicated that there was a positive effect of the mind mapping with picture word card toward the ability of early reading for a hard of hearing student in the class I.

The map: An essential tool in the teaching-learning process of the Marxism-Leninism and History curriculum

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Montero, Martiza Isabel

2012-05-01

Full Text Available This paper evaluates the use of maps in teaching Geography by a sample of professor at “José Marti” College of Education. A systematic use of maps constitutes one of the major problems in the teaching-learning process in the Marxism-Leninism and History Curriculum. Likewise, it has been identify as a shortcoming in graduates and in-service trainees. It would be recommendable to highlight the value and importance of maps in teaching, consequently a number of suggestions are given to lead, reflection and discussion by the teacher’s.

A Concept Map of Curiosity Literature

OpenAIRE

Bai, Zhen

2018-01-01

Curiosity is a commonly studied topic in psychology. I produced the following mind map to categorize and understand key contributions to curiosity literature, to inform the design of technology-enhanced learning technologies to evoke curiosity that we are presently undertaking. Just as the mind map categorizes the literature, the literature de?fines the shape and nature of the mind map presented here-in.

A Tool that Can be Effective in the Self-Regulated Learning of Pre-Service Teachers: The Mind Map

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Tanriseven, Isil

2014-01-01

The aim of this study is to analyse the effect of task planning with mind maps on the self-regulation strategies and motivational beliefs of pre-service teachers. A quasi-experimental design, with a pre-test and post-test control group, was applied in the research. The research group comprised of 60 pre-service teachers taking "Teaching…

Mindfulness: An Underused Tool for Deepening Music Understanding

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Falter, H. Ellie

2016-01-01

Music teachers aim to deepen their students' music understanding. An underused tool for doing so is incorporating mindful practice into music teaching. Through discussing research, examples from the classroom, and steps for incorporating mindful practices in lesson planning, the author hopes to illustrate its potential benefits and set music…

Use of the concept mapping in teaching during a medical rotation of interns: an exploratory study.

Science.gov (United States)

Kwas, Hamida; Ghédira, Habib

2017-12-01

Concept mapping is an excellent learning toolallowing to stimulate active learning.For this reason, the concept mapping is currently used increasingly in the medical and paramedical field. The aim of our study is to determine the contribution of teaching of medical interns by the concept mapping. Fourteen students enrolled at the same time in a medical rotation in Pulmonology were recruited for this exploratory study. Interns are divided into two groups (A and B).Both groups are taught by the clinical case method, illustrated by a concept mapping for group A interns. The evolution of the knowledge accuracy at post-testing has been greater in the group taught by the method of concept mapping: the number of correct responses increased in all participants of group A versus only 4 of group B. All students taught by concept mapping had at the post-test a note higher than or equal to 10/20 versus only three of the group taught by the method without concept map. The average score was 13 (11-15) in group A versus 10.28 (6-14) in group B. We emphasize the use of concept mapping in teaching especially in the faculty of medicine and we encourage clinicians to use this method in teaching interns in the hospital.

The Effect of Mind Mapping on EFL Students' Idea Development in Argumentative Writing across Gender Differences and Learning Styles

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Ningrum, Ary Setya Budhi; Latief, Mohammad Adnan; Sulistyo, Gunadi Harry

2016-01-01

The purpose of the study was to determine the impact of mind mapping as a strategy in generating ideas before writing on the EFL students' idea development in argumentative writing as perceived from their gender differences and learning styles. By conducting an experimental investigation at university level in Indonesia, two existing TOEFL classes…

Procedure Of Teaching Grammar Using Memory Enhancement

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Herri Susanto

2011-11-01

Full Text Available Teaching grammar has been regarded as a process of understanding from the context. It means a teacher teaches the pupils contextually more than just the rules. However, I have my own experience that teaching grammar methods must depend on the purposes of learning grammar. Some people learn grammar as a means to fulfill the syllabus needs for schools but other people learn grammar for special purposes out of school syllabus, such as for entrance test. For these reasons, the methods of teaching grammar should be different. The students who learn grammar based on the school syllabus probably needs longer procedure of learning that usually uses contextual teaching through listening, speaking, writing, and reading. Nevertheless, students who learn grammar for test need shorter procedure of learning such as memorizing. Therefore, I propose giving a workshop of teaching grammar using memory enhancement as another alternative teaching grammar method. This workshop would show the class that grammar can be learnt through memory enhancement process, i.e.; mind map, music, memory technique and drill to boost up students understanding for test preparation.

The Effect of Mind Mapping on EFL Students’ Idea Development in Argumentative Writing across Gender Differences and Learning Styles

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Ary Setya Budhi Ningrum

2016-06-01

Full Text Available The purpose of the study was to determine the impact of mind mapping as a strategy in generating ideas before writing on the EFL students’ idea development in argumentative writing as perceived from their gender differences and learning styles. By conducting an experimental investigation at university level in Indonesia, two existing TOEFL classes at the State Islamic Studies (STAIN in Kediri were selected by a lottery to group 1: using linear notes (N=41, and group 2: using mind mapping (N=41. For analyzing the data, Analysis of covariance (ANCOVA were utilized by using students’ TOEFL score as the covariate variable. The result findings indicated that there is no significant difference on the students’ idea developments in writing between the control and the experimental groups. These result also revealed that there is no significant difference on the students’ idea development in writing between gender differences, and among the students’ learning styles. Furthermore, there is no significant interaction between treatment and gender differences, and there is no significant interaction between treatment and learning styles.

Content Maps: A Teaching and Assessment Tool for Content Knowledge

Science.gov (United States)

Ward, Phillip; Lehwald, Harry; Lee, Yun Soo

2015-01-01

Developing content knowledge in teachers presents a constant challenge for teacher educators. This article introduces a teaching and assessment tool called a "content map," which allows teacher educators, teachers, and coaches to conceptualize the scope, sequence, and relational characteristics of the content being taught. Content maps…

Peningkatan Aktivitas dan Hasil Belajar Membaca Al Qur’an tentang Perintah Menjaga Kelestarian Alam Melalui Teknik Mind Mapping pada Siswa Kelas XI IPS2 SMA 1 Cepiring Semester 2 Tahun Pelajaran 2015-2016

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Siti Aliyah

2017-04-01

Full Text Available This study aims to know what the using of mind mapping learning model can improve the activity and outcomes of learning of reading the Qur'an class XI SMAN IPS2 1 Cepiring Kendal in the academic year 2015/2016. This study design using classroom action research (Class Research and Development. Depending on the action, it can be concluded that: Using learning model mind map/mind mapping can improve learning outcomes recitation class XI student of SMAN 1 Cepiring IPS2 Kendal in academic year 2015/2016 from pre-conditions that they have not been able reading makhroj aspect, tajwid fluently to be able makhroj, tajweed and tartil fluently. Average value learning and reading outcomes also increased 70.52 into 86.88.

Planetary maps - Passports for the mind

International Nuclear Information System (INIS)

Anderson, C.M.

1990-01-01

The various types of planetary maps are reviewed. Included are basic descriptions of planimetric, topographic, geologic, and digital maps. It is noted that planimetric maps are pictorial representations of a planet's round surface flattened into a plane, such as controlled photomosaic maps and shaded relief maps. Topographic maps, those usually made with data from altimeters and stereoscopic images, have contour lines indicating the shapes and elevations of landforms. Geologic maps carry additional information about landforms, such as rock types, the processes that formed them, and their relative ages. The International Astronomical Union nomenclature system is briefly discussed, pointing out that the Union often assigns themes to areas to be mapped

Examining the effects of a mindfulness-based professional training ...

African Journals Online (AJOL)

Background. Mindfulness-based interventions (MBIs) have been shown to be effective in a wide range of health-related problems. Teaching and research with regard to MBIs have largely been conducted in the USA and Europe. The development of teachers of MBIs requires that they embody the practice of mindfulness ...

Impact of a concept map teaching approach on nursing students' critical thinking skills.

Science.gov (United States)

Kaddoura, Mahmoud; Van-Dyke, Olga; Yang, Qing

2016-09-01

Nurses confront complex problems and decisions that require critical thinking in order to identify patient needs and implement best practices. An active strategy for teaching students the skills to think critically is the concept map. This study explores the development of critical thinking among nursing students in a required pathophysiology and pharmacology course during the first year of a Bachelor of Science in Nursing in response to concept mapping as an interventional strategy, using the Health Education Systems, Incorporated critical thinking test. A two-group experimental study with a pretest and posttest design was used. Participants were randomly divided into a control group (n = 42) taught by traditional didactic lecturing alone, and an intervention group (n = 41), taught by traditional didactic lecturing with concept mapping. Students in the concept mapping group performed much better on the Health Education Systems, Incorporated than students in the control group. It is recommended that deans, program directors, and nursing faculties evaluate their curricula to integrate concept map teaching strategies in courses in order to develop critical thinking abilities in their students. © 2016 John Wiley & Sons Australia, Ltd.

Using Wavelet Entropy to Demonstrate how Mindfulness Practice Increases Coordination between Irregular Cerebral and Cardiac Activities.

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Sik, Hin Hung; Gao, Junling; Fan, Jicong; Wu, Bonnie Wai Yan; Leung, Hang Kin; Hung, Yeung Sam

2017-05-10

In both the East and West, traditional teachings say that the mind and heart are somehow closely correlated, especially during spiritual practice. One difficulty in proving this objectively is that the natures of brain and heart activities are quite different. In this paper, we propose a methodology that uses wavelet entropy to measure the chaotic levels of both electroencephalogram (EEG) and electrocardiogram (ECG) data and show how this may be used to explore the potential coordination between the mind and heart under different experimental conditions. Furthermore, Statistical Parametric Mapping (SPM) was used to identify the brain regions in which the EEG wavelet entropy was the most affected by the experimental conditions. As an illustration, the EEG and ECG were recorded under two different conditions (normal rest and mindful breathing) at the beginning of an 8-week standard Mindfulness-based Stress Reduction (MBSR) training course (pretest) and after the course (posttest). Using the proposed method, the results consistently showed that the wavelet entropy of the brain EEG decreased during the MBSR mindful breathing state as compared to that during the closed-eye resting state. Similarly, a lower wavelet entropy of heartrate was found during MBSR mindful breathing. However, no difference in wavelet entropy during MBSR mindful breathing was found between the pretest and posttest. No correlation was observed between the entropy of brain waves and the entropy of heartrate during normal rest in all participants, whereas a significant correlation was observed during MBSR mindful breathing. Additionally, the most well-correlated brain regions were located in the central areas of the brain. This study provides a methodology for the establishment of evidence that mindfulness practice (i.e., mindful breathing) may increase the coordination between mind and heart activities.

Experiences of Using Prezi in Psychiatry Teaching.

Science.gov (United States)

Duffy, Richard M; Guerandel, Allys; Casey, Patricia; Malone, Kevin; Kelly, Brendan D

2015-12-01

Prezi is a presentation software allowing lecturers to develop ideas and produce mind maps as they might do on an old-style blackboard. This study examines students' experience of lectures presented using Prezi to identify the strengths and weaknesses of this new teaching medium. Prezi was used to present mental health lectures to final-year medical and physiotherapy students. These lectures were also available online. This cross-sectional study used a questionnaire to assess students' experience of the software. Of students approached, 75.5 % (74/98) took part in the study. A majority, 98.6 % (73/74), found Prezi to be a more engaging experience than other styles of lecture delivery. The overview or "mind map" provided by Prezi was found to be helpful by 89.2 % (66/74). Problems arose when students used Prezi in their personal study, with 31.1 % (23/74) reporting some difficulties, mostly of a technical nature. This study highlights the potential of Prezi for providing students with an engaging and stimulating educational experience. For Prezi to be effective, however, the lecturer has to understand and be familiar with the software and its appropriate use.

Considerating the Prospect of Cultivating Mindfulness in Teacher Education

Science.gov (United States)

Zimmerman, Aaron

2018-01-01

In this article, the author argues that mindfulness--a metacognitive strategy used to regulate thoughts and emotions--is a powerful tool that can improve novice teacher resilience in the face of the stress, tension, and vulnerability that accompanies the endeavor of learning to teach. He will advance two theses: First, mindfulness cultivates…

PENGARUH MODEL PEMBELAJARAN ADVANCE ORGANIZER BERBASIS MIND MAP TERHADAP HASIL BELAJAR FISIKA SISWA PADA MATERI POKOK BESARAN DAN SATUAN DI KELAS X SMA

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Karya Sinulingga

2012-12-01

Full Text Available Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran advance organizer berbasis mind map terhadap hasil belajar Fisika siswa. Populasi dalam penelitian ini adalah seluruh siswa kelas X SMA Negeri 5 Pematangsiantar semester I Tahun Pembelajaran 2012/2013 berjumlah 8 kelas. Pengambilan sampel dilakukan secara cluster random sampling, diambil 2 kelas yaitu kelas eksperimen diterapkan model pembelajaran advance organizer dan kelas kontrol diterapkan model pembelajaran konvensional. Berdasarkan hasil analisis data pretes diperoleh nilai rata-rata kelas eksperimen 37,25 dan kelas kontrol 36,63. Hasil uji beda nilai kedua kelas pada taraf signifikan á = 0,05 diperoleh thitung = 0,369 dan ttabel = 1,991. Dapat disimpulkan tidak terdapat perbedaan yang signifikan nilai pretes kedua kelas, artinya kedua kelas memiliki kemampuan awal yang sama. Selanjutnya dilakukan pembelajaran dengan model pembelajaran advance organizer berbasis mind map pada kelas eksperimen dan pembelajaran konvensional pada kelas kontrol. Setelah pembelajaran diberikan kemudian pada kedua kelas dilakukan postes. Untuk kelas eksperimen diperoleh nilai rata-rata 72,50 dan untuk kelas kontrol diperoleh 60,63. Hasil pengujian hipotesis dengan taraf signifikan 0,05 diperoleh hitung t = 4,479 dan tabel t = 1,666. Karena hitung t > tabel t maka hipotesis (Ha diterima, sehingga dapat disimpulkan terdapat pengaruh model pembelajaran advance organizer berbasis mind map terhadap hasil belajar siswa pada materi pokok besaran Fisika dan satuannya di kelas X semester I SMA Negeri 5 Pematangsiantar T.P 2012/2013.

What's Love Got to Do with It?: Reflections on the Connection of Heart and Mind in Adult Learning

Science.gov (United States)

Pond, Elizabeth K.

2014-01-01

As a psychotherapist and meditation instructor, this author was drawn to what mindfulness teachings say about function of mind and heart in learning. Sakyong Mipham (2003) teaches that the mind is naturally compassionate, open, and receptive. The question becomes, what prevents the arising of these inherent characteristics of love? These same…

The Five-Aggregate Model of the Mind

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Nandini D. Karunamuni

2015-05-01

Full Text Available The purpose of this article is to explore a model of the mind generally known as “the five aggregates” described in Buddhist teachings that relates to understanding subjective conscious experience from a first-person perspective. This model is explored as a potential theoretical resource that could guide meditation/mindfulness interventions. According to the five-aggregate model of the mind, all our experience involves material form, feelings, perception, volition, and sensory consciousness. The mind stream that is constantly changing from moment to moment is extensively analyzed in this tradition. This article explains that methodologies in neuroscience increase our understanding of neurophysiological underpinnings of mental phenomena and also provide important evidence on the practical utility of meditation. When considering moment-by-moment changes that happen in the mind, however, these investigations represent sensory consciousness followed by perception that happens within the mind stream itself. Practical applications of the model are also presented.

EVALUATION OF CRITICAL SUCCESS FACTORS THROUGH THE USE OF MIND MAP IN THE LOGISTIC PROCESS OF A CUSTOMS CLEARANCE COMMISSIONER IN A BRAZILIAN COMPANY

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Jadir Perpétuo dos Santos

2015-06-01

Full Text Available The objective of this work is to present, by the means of Mind Map, the critical success factors of the project developed by a Customs Clearance Commissioner. The research methodology used is exploratory, through interviews, based on the Delphi technique to obtain consensus, combined with the exploratory-descriptive analysis of a case study. The case study was observed in an unsystematic way, with an unstructured questionnaire. The conclusions presented here reveal two critical success factors in the import of parts and pieces, that are compounds of machines and industrial equipment, showing that the Mind Map is an innovative application for managing logistics projects, enabling better visualization of critical points, which brings improvements in the planning of activities for areas of knowledge, applied to the deployment project developed by the Customs Clearance Commissioner.

The longitudinal effect of concept map teaching on critical thinking of nursing students.

Science.gov (United States)

Lee, Weillie; Chiang, Chi-Hua; Liao, I-Chen; Lee, Mei-Li; Chen, Shiah-Lian; Liang, Tienli

2013-10-01

Concept map is a useful cognitive tool for enhancing a student's critical thinking by encouraging students to process information deeply for understanding. However, there is limited understanding of longitudinal effects of concept map teaching on students' critical thinking. The purpose of the study was to investigate the growth and the other factors influencing the development of critical thinking in response to concept map as an interventional strategy for nursing students in a two-year registered nurse baccalaureate program. The study was a quasi-experimental and longitudinal follow-up design. A convenience sample was drawn from a university in central Taiwan. Data were collected at different time points at the beginning of each semester using structured questionnaires including Critical Thinking Scale and Approaches to Learning and Studying. The intervention of concept map teaching was given at the second semester in the Medical-Surgical Nursing course. The results of the findings revealed student started with a mean critical thinking score of 41.32 and decreased at a rate of 0.42 over time, although not significant. After controlling for individual characteristics, the final model revealed that the experimental group gained a higher critical thinking score across time than the control group. The best predictive variables of initial status in critical thinking were without clinical experience and a higher pre-test score. The growth in critical thinking was predicted best by a lower pre-test score, and lower scores on surface approach and organized study. Our study suggested that concept map is a useful teaching strategy to enhance student critical thinking. Copyright © 2012 Elsevier Ltd. All rights reserved.

Impact of Mindfulness-Based Teacher Training on MBSR Participant Well-Being Outcomes and Course Satisfaction.

Science.gov (United States)

Ruijgrok-Lupton, Pauline Eva; Crane, Rebecca S; Dorjee, Dusana

2018-01-01

Growing interest in mindfulness-based programs (MBPs) has resulted in increased demand for MBP teachers, raising questions around safeguarding teaching standards. Training literature emphasises the need for appropriate training and meditation experience, yet studies into impact of such variables on participant outcomes are scarce, requiring further investigation. This feasibility pilot study hypothesised that participant outcomes would relate to teachers' mindfulness-based teacher training levels and mindfulness-based teaching and meditation experience. Teachers ( n  = 9) with different MBP training levels delivering mindfulness-based stress reduction (MBSR) courses to the general public were recruited together with their course participants ( n  = 31). A teacher survey collected data on their mindfulness-based teacher training, other professional training and relevant experience. Longitudinal evaluations using online questionnaires measured participant mindfulness and well-being before and after MBSR and participant course satisfaction. Course attendees' gains after the MBSR courses were correlated with teacher training and experience. Gains in well-being and reductions in perceived stress were significantly larger for the participant cohort taught by teachers who had completed an additional year of mindfulness-based teacher training and assessment. No correlation was found between course participants' outcomes and their teacher's mindfulness-based teaching and meditation experience. Our results support the hypothesis that higher mindfulness-based teacher training levels are possibly linked to more positive participant outcomes, with implications for training in MBPs. These initial findings highlight the need for further research on mindfulness-based teacher training and course participant outcomes with larger participant samples.

Mindfulness-Based Cognitive Therapy for severe Functional Disorders

DEFF Research Database (Denmark)

Fjorback, Lone Overby

MINDFULNESS-BASED COGNITIVE THERAPY FOR FUNCTIONAL DISORDERS- A RANDOMISED CONTROLLED TRIAL   Background: Mindfulness-Based Stress Reduction (MBSR) is a group skills-training program developed by Kabat-Zinn. It is designed to teach patients to become more aware of and relate differently...... to their thoughts, feelings, and bodily sensations. Randomised controlled studies of MBSR have shown mitigation of stress, anxiety, and dysphoria in general population and reduction in total mood disturbance and stress symptoms in a medical population. In Mindfulness Based Cognitive Therapy MBSR is recombined...... with cognitive therapy. Aim: To examine the efficacy of Mindfulness-Based Cognitive Therapy in severe Functional disorders, defined as severe Bodily Distress Disorder. Method: 120 patients are randomised to either Mindfulness Based Cognitive Therapy: a manualized programme with eight weekly 3 ½ hour group...

Mindfulness-Based Cognitive Therapy for severe Functional Disorders

DEFF Research Database (Denmark)

Fjorback, Lone Overby

with cognitive therapy. Aim: To examine the efficacy of Mindfulness-Based Cognitive Therapy in severe Functional disorders, defined as severe Bodily Distress Disorder. Method: 120 patients are randomised to either Mindfulness Based Cognitive Therapy: a manualized programme with eight weekly 3 ½ hour group......MINDFULNESS-BASED COGNITIVE THERAPY FOR FUNCTIONAL DISORDERS- A RANDOMISED CONTROLLED TRIAL   Background: Mindfulness-Based Stress Reduction (MBSR) is a group skills-training program developed by Kabat-Zinn. It is designed to teach patients to become more aware of and relate differently...... to their thoughts, feelings, and bodily sensations. Randomised controlled studies of MBSR have shown mitigation of stress, anxiety, and dysphoria in general population and reduction in total mood disturbance and stress symptoms in a medical population. In Mindfulness Based Cognitive Therapy MBSR is recombined...

The Effect of Mind-Mapping Applications on Upper Primary Students' Success and Inquiry-Learning Skills in Science and Environment Education

Science.gov (United States)

Balim, Ali Günay

2013-01-01

This study aims at identifying the effects of the mind-mapping technique upon students' perceptions of inquiry-learning skills, academic achievement, and retention of knowledge. The study was carried out in the Science and Technology course. A quasi-experimental research design with a pre-test and post-test control group, which was selected from…

Neoliberal Meditations: How Mindfulness Training Medicalizes Education and Responsibilizes Young People

Science.gov (United States)

Reveley, James

2016-01-01

Teaching mindfulness meditation at school has been advocated by educational researchers and practitioners in order to proactively target the well-being of young people. By conceptualizing mindfulness meditation as a technology of the self, in Foucauldian terms, this article considers the ideological implications of implementing mindfulness…

Mind the Gap: Integrating Special Collections Teaching

Science.gov (United States)

Samuelson, Todd; Coker, Cait

2014-01-01

Instruction is a vital part of the academic librarian's public services mission, but the teaching efforts of special collections librarians can be overlooked due to the culture and particularities of teaching in an archival setting. This article documents the challenges special collections librarians face in integrating their teaching program into…

Anteil Stigma-assoziierter Themen im Psychiatrie-Konzept von Medizinstudierenden in der Einführung in die klinische Medizin: Eine Mind-Map Studie [Proportion of stigma-associated items in medical students' psychiatric concepts at the beginning of the clinical phase of medical education: a mind-map study

Directory of Open Access Journals (Sweden)

Degirmenci, Ümüt

2010-02-01

Full Text Available [english] Aims: Despite many efforts by support groups, mental health professionals and health care policy-makers, a stigmatization of psychiatry as a specialty and of mentally ill people is still prevalent in the general population. Earlier studies have shown that the stigma is prevalent even among psychiatric professionals and students of medicine and psychology. However, past studies on this issue often used questionnaires with a limited validity. Also questionnaires do not necessarily allow a neutral assessment of the underlying concepts of the student. Methods: In this study 133 students were asked to create mind maps on psychiatry. Results: In a systematic evaluation (based on a consensus of psychiatric concepts of 1353 concepts we found non-specific associations (N = 431 and five main categories: (i illness scirpts (n = 487; (ii therapeutic concepts (n = 241, (iii and (iv stigma and forensic psychiatry (81 mentions each; and (v psychopathology (n = 32. Stigma-associated negative concepts were more prevalent than positive connotations. Conclusions: Overall, it was shown that mind maps can be used with ease and quantified according to constructivist learning theory to explore disease concepts without the need for predefined or poorly validated questionnaires.[german] Zielsetzung: Trotz vieler Bemühungen, u. a. von Selbsthilfegruppen, der Fachgesellschaft und der Gesundheitspolitik gibt es in der Allgemeinbevölkerung immer noch eine Stigmatisierung der Psychiatrie als Fachgebiet. Frühere Untersuchungen zeigten, dass auch in der Psychiatrie tätige Menschen und Studierende der Medizin und Psychologie stigmatisierenden Äußerungen zustimmen. Zur genaueren Betrachtung wurden in der Vergangenheit jedoch meist Fragebögen verwendet, die eine begrenzte Validität haben und nicht zwangsläufig eine neutrale Beurteilung der zugrundeliegenden Konzepte der Studierenden erlauben.Methodik: In der vorliegenden Studie wurden 133 Studierende gebeten

Developing Globally Minded, Critical Media Literacy Skills

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Jason Harshman

2017-05-01

Full Text Available The transnational movement of people and ideas continues to reshape how we imagine places and cultures. Considering the volume of information and entertainment delivered and consumed via mass media, global educators are tasked with engaging students in learning activities that help them develop skill sets that include a globally minded, critical media literacy. Grounded in cultural studies and framed by Andreotti’s (2006 theory of critical GCE and Appadurai’s (1996 concept of mediascapes, this article examines how eleven global educators in as many countries used films to teach about what they considered to be the “6 C’s” of critical global media literacy: colonialism, capitalism, conflict, citizenship, and conscientious consumerism. How global educators foster globally minded, critical media literacy in their classrooms, the resources they use to teach about perspectives too often marginalized in media produced in the Global North, and how educating students about media informs action within global citizenship education is discussed. Findings from the study revealed that the opportunities to interact with fellow educators around the world inspired teacher’s to revisit concepts such as interconnectedness and crosscultural learning, along with shifts in thinking about how to teach media literacy by analyzing the coded messages present in the resources they use to teach about the world.

Approaching multidimensional forms of knowledge through Personal Meaning Mapping in science integrating teaching outside the classroom

DEFF Research Database (Denmark)

Hartmeyer, Rikke; Bolling, Mads; Bentsen, Peter

2017-01-01

knowledge dimensions is important, especially in science teaching outside the classroom, where “hands-on” approaches and experiments are often part of teaching and require procedural knowledge, among other things. Therefore, this study investigates PMM as a method for exploring specific knowledge dimensions......Current research points to Personal Meaning Mapping (PMM) as a method useful in investigating students’ prior and current science knowledge. However, studies investigating PMM as a method for exploring specific knowledge dimensions are lacking. Ensuring that students are able to access specific...... in formal science education integrating teaching outside the classroom. We applied a case study design involving two schools and four sixth-grade classes. Data were collected from six students in each class who constructed personal meaning maps and were interviewed immediately after natural science...

Young Children's Understanding of Teaching and Learning and Their Theory of Mind Development: A Causal Analysis from a Cross-Cultural Perspective

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Zhenlin Wang

2017-05-01

Full Text Available Children's understanding of the concepts of teaching and learning is closely associated with their theory of mind (ToM ability and vital for school readiness. This study aimed to develop and validate a Preschool Teaching and Learning Comprehension Index (PTLCI across cultures and examine the causal relationship between children's comprehension of teaching and learning and their mental state understanding. Two hundred and twelve children from 3 to 6 years of age from Hong Kong and the United States participated in study. The results suggested strong construct validity of the PTLCI, and its measurement and structural equivalence within and across cultures. ToM and PTLCI were significantly correlated with a medium effect size, even after controlling for age, and language ability. Hong Kong children outperformed their American counterparts in both ToM and PTLCI. Competing structural equation models suggested that children's performance on the PTLCI causally predicted their ToM across countries.

Mind is back in control of pavlovian and skinnerian responses: was it ever away?

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Garcia, J

1995-09-01

Introspections, anecdotes, mnemonics, and observations of large animals like us can only be adequately described in the mapping language of the mind/brain delineated by renaissance philosophers--time, space, sensations and reflections. But modern behaviorists, confused by this richness, sought clarification by adhering strictly to narrow paradigms, excluding the mind/brain, and inventing recondite neologisms. The cognitive map underground survived the behavioral storms. And psychology, the study of the mind/brain in all its wonders, is flourishing once again in respectability.

Mindfulness starts with the body: Somatosensory attention and top-down modulation of cortical alpha rhythms in mindfulness meditation

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Catherine E Kerr

2013-02-01

Full Text Available Mindfulness Based Stress Reduction (MBSR and Mindfulness Based Cognitive Therapy (MBCT use a common set of exercises to reduce distress in chronic pain and decrease risk of depression relapse. These standardized mindfulness (ST-Mindfulness practices predominantly require attending to breath and body sensations. Here, we offer a novel view of ST-Mindfulness’s somatic focus as a form of training for optimizing attentional modulation of 7-14 Hz alpha rhythms that play a key role in filtering inputs to primary sensory neocortex and organizing the flow of sensory information. In support of the framework, we describe our previous finding (Kerr et al, 2011 that ST-Mindfulness enhanced attentional regulation of alpha in primary somatosensory cortex (SI. The framework allows us to make several predictions. In chronic pain, we predict somatic attention in ST-Mindfulness de-biases alpha in SI, freeing up pain-focused attentional resources. In depression relapse, we predict ST-Mindfulness’s somatic attention competes with internally focused rumination, as internally focused cognitive processes (e.g., working and short term memory rely on alpha filtering of sensory input. Our computational model (Jones et al, 2009 predicts ST-Mindfulness enhances top-down modulation of alpha by facilitating precise alterations in timing and efficacy of SI thalamocortical inputs. We conclude by considering how the proposed framework aligns with Buddhist teachings that mindfulness starts with mindfulness of the body. Translating this theory into neurophysiology, we hypothesize that with its somatic focus, mindfulness’ top-down alpha rhythm modulation in SI enhances gain control which, in turn, sensitizes practitioners to better detect and regulate when the mind wanders from its somatic focus. This enhanced regulation of somatic mind-wandering may be an early stage of mindfulness training, leading to cognitive regulation and metacognition.

Implementations of FroboMind using the Robot Operating System framework

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Nielsen, Søren Hundevadt; Bøgild, Anders; Jensen, Kjeld

Conclusion The work provides a highly domain specific architecture in form of the field robotic vehicle conceptual architecture FroboMind (Jensen et al. 2011). This architecture is currently, as a work in progress, being implemented in ROS to evaluate how well FroboMind maps into ROS. A prominent...

Precambrian Field Camp at the University of Minnesota Duluth - Teaching Skills Applicable to Mapping Glaciated Terranes of the Canadian Shield

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Miller, J. D.; Hudak, G. J.; Peterson, D.

2011-12-01

Since 2007, the central program of the Precambrian Research Center (PRC) at the University of Minnesota Duluth has been a six-week geology field camp focused on the Precambrian geology of the Canadian Shield. This field camp has two main purposes. First and foremost is to teach students specialized field skills and field mapping techniques that can be utilized to map and interpret Precambrian shield terranes characterized by sparse outcrop and abundant glacial cover. In addition to teaching basic outcrop mapping technique , students are introduced to geophysical surveying (gravity, magnetics), glacial drift prospecting, and drill core logging techniques in several of our geological mapping exercises. These mapping methodologies are particularly applicable to minerals exploration in shield terranes. The second and equally important goal of the PRC field camp is to teach students modern map-making and map production skills. During the fifth and sixth weeks of field camp, students conduct "capstone" mapping projects. These projects encompass one week of detailed bedrock mapping in remote regions of northern Minnesota that have not been mapped in detail (e.g. scales greater than 1:24,000) and a second week of map-making and map generation utilizing geographic information systems (currently ArcGIS10), graphics software packages (Adobe Illustrator CS4), and various imaging software for geophysical and topographic data. Over the past five years, PRC students and faculty have collaboratively published 21 geologic maps through the Precambrian Research Center Map Series. These maps are currently being utilized in a variety of ways by industry, academia, and government for mineral exploration programs, development of undergraduate, graduate, and faculty research projects, and for planning, archeological studies, and public education programs in Minnesota's state parks. Acquisition of specialized Precambrian geological mapping skills and geologic map-making proficiencies has

Perceptions in the Mind Maps of Turkish Children Living in England at Primary Education Level about Their Home Country Turkey and the World

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Aydin, Gülnur; Baysan, Sultan; Aydogan, Selcen

2017-01-01

This research was conducted to determine the perceptions of Turkish children in their mind maps at the primary educational level living in the UK and parental views on these perceptions about the children's home country Turkey and the world. For this purpose, case study approach in qualitative research is preferred. The study group consists of 36…

Mind Perception Is the Essence of Morality.

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Gray, Kurt; Young, Liane; Waytz, Adam

2012-04-01

Mind perception entails ascribing mental capacities to other entities, whereas moral judgment entails labeling entities as good or bad or actions as right or wrong. We suggest that mind perception is the essence of moral judgment. In particular, we suggest that moral judgment is rooted in a cognitive template of two perceived minds-a moral dyad of an intentional agent and a suffering moral patient. Diverse lines of research support dyadic morality. First, perceptions of mind are linked to moral judgments: dimensions of mind perception (agency and experience) map onto moral types (agents and patients), and deficits of mind perception correspond to difficulties with moral judgment. Second, not only are moral judgments sensitive to perceived agency and experience, but all moral transgressions are fundamentally understood as agency plus experienced suffering-that is, interpersonal harm-even ostensibly harmless acts such as purity violations. Third, dyadic morality uniquely accounts for the phenomena of dyadic completion (seeing agents in response to patients, and vice versa), and moral typecasting (characterizing others as either moral agents or moral patients). Discussion also explores how mind perception can unify morality across explanatory levels, how a dyadic template of morality may be developmentally acquired, and future directions.

Teaching Map Concepts in Social Science Education; an Evaluation with Undergraduate Students

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Bugdayci, Ilkay; Zahit Selvi, H.

2017-12-01

One of the most important aim of the geography and social science courses is to gain the ability of reading, analysing and understanding maps. There are a lot of themes related with maps and map concepts in social studies education. Geographical location is one of the most important theme. Geographical location is specified by geographical coordinates called latitude and longitude. The geographical coordinate system is the primary spatial reference system of the earth. It is always used in cartography, in geography, in basic location calculations such as navigation and surveying. It’s important to support teacher candidates, to teach maps and related concepts. Cartographers also have important missions and responsibilities in this context. The purpose of this study is to evaluate the knowledge of undergraduate students, about the geographical location. For this purpose, a research has been carried out on questions and activities related to geographical location and related concepts. The details and results of the research conducted by the students in the study are explained.

Discovering Learning Strategy to Increase Metacognitive Knowledge in Biology Learning in Secondary School

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Y. Herlanti

2017-04-01

Full Text Available The study is aimed at finding an effective learning strategy that can increase metacognitive knowledge. Metacognitive knowledge is a standard that based on 2016-revised edition of 2013 curriculum needs to be achieved by every graduate in all level of education in Indonesia. The study is conducted in three different schools and engages 207 students, which then divided into six groups. The groups are students who study under mind mapping strategy, concept mapping, reciprocal teaching using summary notes, reciprocal teaching using mind mapping, problem-based learning, and investigation group. The results showed that those studying under problem-based learning strategy spent a significantly higher numbers in metacognitive knowledge in biology learning and followed by students who study under reciprocal teaching using mind mapping. According to the finding, it is expected that teachers of Biology will practice problem-based learning strategy in their classroom in order to increase the Metacognitive knowledge.

Going Bananas over Fruit: Using Habits of Mind to Foster Nutritional Literacy

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Wilson, Rachel; Hodges, Georgia Wood; Haddox, Anne; Arrington, Alejandro; Tippins, Deborah

2009-01-01

Science literacy for all students is an education goal in the United States, as well as in many other parts of the world. Habits of mind are the skills and attitudes that students need to develop in order to understand science as a way of thinking. In this standards-based era, habits of mind can be readily incorporated to teach multiple content…

Corresponding Habits of Mind and Mathematical Ability

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Dwirahayu, G.; Kustiawati, D.; Bidari, I.

2017-09-01

Objective of learning process regarding system of Indonesia government should be consist of knowledge, attitudes, and skills, or in general we call cognitive, affective and psychomotor. These objective are apply to mathematics education also. Attitude in mathematics known as habits of mind. The teacher should create a learning objective which including all, cognitive, affective and psychomotor. In general, math teachers in Indonesia pay attention to aspects of knowledge, and they ignore other aspects. Habits of mind is term which means the tendency to behave intellectually or intelligently when faced with problems which is immediately known solution. This article examines the math teacher’s attention to students’ habits of mind. The research done by survey method to 38 students at Islamic School 32 Jakarta academic year 2015/2016 from April to May 2016. Habits of mind are observed in this research restricted to persisting, thinking about thinking, thinking flexible and applying past knowledge to new situation. Based on survey, conclude that teacher, without realizing, they have to improve students’ habits of mind, as long as teaching and learning only persisting and thinking about thinking are already well developed, while flexible thinking and applying past knowledge to new situation has not well developed. We hope, math teacher can pay attention not only cognitive aspect but habits of mind also.

A Thematic Analysis of Health Care Workers' Adoption of Mindfulness Practices.

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Valley, Morgan; Stallones, Lorann

2018-05-01

Mindfulness training, which teaches individuals to bring awareness and acceptance to the present moment, has been effective in improving the well-being of health care workers. Limited research examines the adoption of mindfulness practices using health behavior theories. The current study sought to conceptualize hospital health care workers' experiences in adopting mindfulness practices using the Health Belief Model (HBM), a theoretical framework used by health promotion practitioners to design and implement health behavior change interventions. Hospital health care workers in Colorado participated in an 8-week Mindfulness-Based Stress Reduction (MBSR) course. Participants ( n = 19) answered open-ended questions about their experiences adopting mindfulness practices. A theory-driven thematic analysis approach was used to analyze data with key constructs of the HBM acting as the framework for the analysis. Results showed that HBM constructs, including internal cues to action, perceived benefits and barriers, and self-efficacy, helped portray the participants' experiences and challenges in adopting and adhering to the mindfulness practices taught in the MBSR course.

Method of teaching reading of map of orientation-sportsmen's on the stage of initial preparation

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Furman Yu.N.

2010-04-01

Full Text Available Directions of development and perfection of major skill are rotined in the system of technical preparation of sportsman - to reading of map. Basic exercises are resulted on teaching of beginnings sportsmen. Exercises are directed on development of memory, attention, operative thought of young sportsmen. Tasks are presented on locality and in a class. Basic tasks are selected creatively going of trainer near the work. Experience trainers and system of the individual going is grounded near teaching of sportsman.

Improving the teaching of children with severe speech-language difficulties by introducing an Authoring Concept Mapping Kit

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Kicken, Ria; Ernes, Elise; Hoogenberg-Engbers, Ilja

2016-01-01

The paper reports on case studies in which an Authoring Concept Mapping Kit was incorporated as a didactic tool in the teaching of children with severe speech-language difficulties. The Kit was introduced to replace methods such as topic webs, or complement others such as conversation exchange......’ practice has been transformed and improved. The children’s perspective on the topic comes through in the teachers’ opinions. Concept mapping turned out to enhance meaning negotiation, active inquiry and collaboration during teaching interactive learning language. Teachers reported that it had great impact...... on children’s language development, vocabulary and spontaneous speech, while it had minimal impact on the way activities were performed in everyday classes....

Imaginative Learning: Teaching Music through the Creative Mind

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Garner, Alison M.

2011-01-01

Only a few of the author's music students are dedicated to music as a possible career. Most squeeze their lessons in between soccer tournaments and play practices, homework and a social life. As their only musical outlet, the author feels a double responsibility. Her goal is to open children's minds and hearts to the world of music--for them to…

On Paying Attention: Flagpoles, Mindfulness, and Teaching Writing

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Kroll, Keith

2008-01-01

To pay attention--to observe, to see the richness and detail that is right before everyone--is the essence of mindfulness. It is also, the author argues, the essence of good writing--the kind of writing for which there is a long American tradition of writers such as Emerson, Thoreau, E. B. White, Barry Lopez, Annie Dillard, Joan Didion, John…

A Moment of Mindfulness: Computer-Mediated Mindfulness Practice Increases State Mindfulness.

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Lynsey Mahmood

Full Text Available Three studies investigated the use of a 5-minute, computer-mediated mindfulness practice in increasing levels of state mindfulness. In Study 1, 54 high school students completed the computer-mediated mindfulness practice in a lab setting and Toronto Mindfulness Scale (TMS scores were measured before and after the practice. In Study 2 (N = 90 and Study 3 (N = 61, the mindfulness practice was tested with an entirely online sample to test the delivery of the 5-minute mindfulness practice via the internet. In Study 2 and 3, we found a significant increase in TMS scores in the mindful condition, but not in the control condition. These findings highlight the impact of a brief, mindfulness practice for single-session, computer-mediated use to increase mindfulness as a state.

Equitable Mathematics Teaching and Learning in Practice: Exploring Students' Negotiations of Identity and Power

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Harper, Frances Kay

2017-01-01

This dissertation builds on and extends research on the relationship between equity-minded mathematics teaching, specifically teaching mathematics for social justice, complex instruction, and project-based learning, and students' learning and identity development. Although different in their structures and strategies, equity-minded mathematics…

Connecting Minds: Emergence of a Future Bent, Writing/Thinking Intensive Psychology Course. Occasional Paper #10

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Fluellen, J. E., Jr.

2011-01-01

How might students engage mindful learning? How might the professor engage mindful teaching? Both questions derived from fieldnotes a participant observer had created for the Future of Learning 2010 Summer Institute (Harvard Graduate School of Education) and the Tests and Measurements course, fall 2010 at Edward Waters College (EWC). Additionally,…

Mind Over Matter: The Brain's Response to Marijuana

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... Search Term(s): Teachers / Lesson Plan and Activity Finder / Mind Over Matter Series / Marijuana / The Brain's Response to ... Us Accessibility FOIA NIH Home Privacy Policy Site Map Contact Us Find NIDA for Teens on: Site ...

Mind Perception Is the Essence of Morality

Science.gov (United States)

Gray, Kurt; Young, Liane; Waytz, Adam

2012-01-01

Mind perception entails ascribing mental capacities to other entities, whereas moral judgment entails labeling entities as good or bad or actions as right or wrong. We suggest that mind perception is the essence of moral judgment. In particular, we suggest that moral judgment is rooted in a cognitive template of two perceived minds—a moral dyad of an intentional agent and a suffering moral patient. Diverse lines of research support dyadic morality. First, perceptions of mind are linked to moral judgments: dimensions of mind perception (agency and experience) map onto moral types (agents and patients), and deficits of mind perception correspond to difficulties with moral judgment. Second, not only are moral judgments sensitive to perceived agency and experience, but all moral transgressions are fundamentally understood as agency plus experienced suffering—that is, interpersonal harm—even ostensibly harmless acts such as purity violations. Third, dyadic morality uniquely accounts for the phenomena of dyadic completion (seeing agents in response to patients, and vice versa), and moral typecasting (characterizing others as either moral agents or moral patients). Discussion also explores how mind perception can unify morality across explanatory levels, how a dyadic template of morality may be developmentally acquired, and future directions. PMID:22754268

Three education modules using EnviroAtlas-Exploration and Discovery Through Maps: Teaching Science with Technology

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Session #1: Exploration and Discovery through Maps: Teaching Science with Technology (elementary school) - EnviroAtlas is a tool developed by the U.S. Environmental Protection Agency and its partners that empowers anyone with the internet to be a highly informed local decision-ma...

[Mindful neuropsychology: Mindfulness-based cognitive remediation].

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Bulzacka, E; Lavault, S; Pelissolo, A; Bagnis Isnard, C

2018-02-01

Mindfulness based interventions (MBI) have recently gained much interest in western medicine. MBSR paradigm is based on teaching participants to pay complete attention to the present experience and act nonjudgmentally towards stressful events. During this mental practice the meditator focuses his or her attention on the sensations of the body. While the distractions (mental images, thoughts, emotional or somatic states) arise the participant is taught to acknowledge discursive thoughts and cultivate the state of awareness without immediate reaction. The effectiveness of these programs is well documented in the field of emotional response regulation in depression (relapse prevention), anxiety disorders, obsessive-compulsive disorder or eating disorders. Furthermore, converging lines of evidence support the hypothesis that mindfulness practice improves cognition, especially the ability to sustain attention and think in a more flexible manner. Nevertheless, formal rehabilitation programs targeting cognitive disturbances resulting from psychiatric (depression, disorder bipolar, schizophrenia) or neurologic conditions (brain injury, dementia) seldom rely on MBI principles. This review of literature aims at discussing possible links between MBI and clinical neuropsychology. We conducted a review of literature using electronic databases up to December 2016, screening studies with variants of the keywords ("Mindfulness", "MBI", "MBSR", "Meditation") OR/AND ("Cognition", "Attention", "Executive function", "Memory", "Learning") RESULTS: In the first part, we describe key concepts of the neuropsychology of attention in the light of Posner's model of attention control. We also underline the potential scope of different therapeutic contexts where disturbances of attention may be clinically relevant. Second, we review the efficacy of MBI in the field of cognition (thinking disturbances, attention biases, memory and executive processes impairment or low metacognitive abilities

Mindfulness as a booming, diverse and (non) religious phenomenon

DEFF Research Database (Denmark)

Borup, Jørn

2016-01-01

Mindfulness has become a phenomenon with widespread appeal in many Western countries. Like yoga, it has an Eastern religious origin, but through a long history it has been transformed and adapted to new cultural and social contexts. While the majority of research on mindfulness has been conducted...... within the health sciences, the aim of this article is to investigate the distribution, meaning and function of this practice through quantitative mapping and qualitative interviews with 16 mindfulness providers in the city of Aarhus in Denmark. The analysis reveals not just a booming phenomenon......, but also a field characterized by diversity in terms of authority claims, motivations and uses. The discussion focuses on whether mindfulness can be seen as a religious practice or as a typical expression of an individualized and secularized technique....

A Moment of Mindfulness: Computer-Mediated Mindfulness Practice Increases State Mindfulness

OpenAIRE

Mahmood, L.; Hopthrow, T.; Randsley de Moura, G.

2016-01-01

Three studies investigated the use of a 5-minute, computer-mediated mindfulness practice in increasing levels of state mindfulness. In Study 1, 54 high school students completed the computer-mediated mindfulness practice in a lab setting and Toronto Mindfulness Scale (TMS) scores were measured before and after the practice. In Study 2 (N = 90) and Study 3 (N = 61), the mindfulness practice was tested with an entirely online sample to test the delivery of the 5-minute mindfulness practice via ...

Graphic Symbols as "The Mind on Paper": Links between Children's Interpretive Theory of Mind and Symbol Understanding

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Myers, Lauren J.; Liben, Lynn S.

2012-01-01

Children gradually develop interpretive theory of mind (iToM)--the understanding that different people may interpret identical events or stimuli differently. The present study tested whether more advanced iToM underlies children's recognition that map symbols' meanings must be communicated to others when symbols are iconic (resemble their…

TEACHING AND ASSESSING SKILLS IN ENVIRONMENTAL GEOGRAPHY IN A BILINGUAL CLASS

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FLORINA PĂUNESCU

2016-01-01

Full Text Available This paper presents my experience in bilingual teaching, an integrated programme for geography and English language learning for upper secondary students. General geographical aspects are connected to the geography of Great Britain and that of the USA, with an attitude of raising students’ awareness on environmental issues. The topics are a framework for the development of (environmental geography-related knowledge and skills, cognitive skills and language aspects. Therefore, the paper presents various methods of teaching and assessing environmental issues in four distinct structured texts, which combine typical geographical skills (like completing a sketch or a mind map with methods used in English classes (like true/false questions. A special accent is on both the use of specific environmental vocabulary – synonyms, false friends, also anticipated grammar mistakes – as well as on discussions in class, based on cause-effect relationships between processes and phenomena.

Practical work in secondary science a minds-on approach

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Abrahams, Ian

2011-01-01

Practical work is an essential feature of secondary science education. However, questions have been raised by some science educators about its effectiveness as a teaching and learning strategy. Whilst such an approach is generally effective in getting pupils to do things with objects and materials, it is seen as relatively ineffective in developing their conceptual understanding of the associated scientific ideas and concepts. Ian Abrahams argues that this is because it is practiced as a 'hands-on' rather than 'minds-on' activity. Abrahams draws together theory and practice on effective teaching and learning in practical work in science - covering biology, chemistry and physics. He provides clear guidance to ensure that students are encouraged and supported to be 'minds-on' as well as a 'hands-on' so that they can make the most of this learning experience. An invaluable text for inspiringaspiring andexperienced secondary science professionals, especially for those on M-level secondary science PGCE programmes.

Mapping the minds of the mediators: The cognitive frames of climate journalists from five countries.

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Engesser, Sven; Brüggemann, Michael

2016-10-01

This article is based on the premise that journalists play an important role as mediators of scientific information and their interpretations of climate change influence media debates and public opinion. The study maps the minds of climate journalists from five different countries (Germany, India, Switzerland, the United Kingdom, and the United States) and different types of leading media outlets. It identifies five cognitive frames that vary between attributing the responsibility for climate change to lobbying and national interests, blaming consumerist culture and the capitalist system, and expressing technological optimism. The study provides evidence for the emergence of a sustainability frame, indicates a "blame game" between industrialized countries and emerging economies, and shows the demand for a global ecological discourse. Finally, it explores how individual factors such as specialization, professional aims, and political alignment correlate with the cognitive frames of journalists. © The Author(s) 2015.

Two analogy strategies: the cases of mind metaphors and introspection

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Fischer, Eugen

2018-04-01

Analogical reasoning is often employed in problem-solving and metaphor interpretation. This paper submits that, as a default, analogical reasoning addressing these different tasks employs different mapping strategies. In problem-solving, it employs analogy-maximising strategies (like structure mapping, Gentner, D., & Markman, A. B. (1997). Structure mapping in analogy and similarity. American Psychologist, 52, 45-56); in metaphor interpretation, analogy-minimising strategies (like ATT-Meta, Barnden, J. A. (2015). Open-ended elaborations in creative metaphor. In T. R. Besold, M. Schorlemmer, & A. Smaill (Eds.), Computational creativity research: Towards creative machines (pp. 217-242). Berlin: Springer). The two strategies interact in analogical reasoning with conceptual metaphors. This interaction leads to predictable fallacies. The paper supports these hypotheses through case-studies on "mind" metaphors from ordinary discourse, and abstract problem-solving in the philosophy of mind, respectively. It shows that (1) default metaphorical interpretations for vision- and space-cognition metaphors can be derived with a variant of the analogy-minimising ATT-Meta approach, (2) philosophically influential introspective conceptions of the mind can be derived with conceptual metaphors only through an analogy-maximising strategy, and (3) the interaction of these strategies leads to hitherto unrecognised fallacies in analogical reasoning with metaphors. This yields a debunking explanation of introspective conceptions.

Not Just Numeracy and Literacy: Theory of Mind Development and School Readiness among Low-Income Children

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Cavadel, Elizabeth Woodburn; Frye, Douglas A.

2017-01-01

The current study investigated the role of theory of mind development in school readiness among 120 low-income preschool and kindergarten children. A short-term longitudinal design was used to examine relations among theory of mind, the understanding of teaching, and learning behaviors and their collective role in children's literacy and numeracy…

Mindfulness

DEFF Research Database (Denmark)

Chiesa, Alberto; Serretti, Alessandro; Jakobsen, Janus Christian

2013-01-01

The beneficial clinical effects of mindfulness practices are receiving increasing support from empirical studies. However, the functional neural mechanisms underlying these benefits have not been thoroughly investigated. Some authors suggest that mindfulness should be described as a 'top......-down' emotion regulation strategy, while others suggest that mindfulness should be described as a 'bottom-up' emotion regulation strategy. Current discrepancies might derive from the many different descriptions and applications of mindfulness. The present review aims to discuss current descriptions...... of mindfulness and the relationship existing between mindfulness practice and most commonly investigated emotion regulation strategies. Recent results from functional neuro-imaging studies investigating mindfulness training within the context of emotion regulation are presented. We suggest that mindfulness...

Emotions, narratives, and ethical mindfulness.

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Guillemin, Marilys; Gillam, Lynn

2015-06-01

Clinical care is laden with emotions, from the perspectives of both clinicians and patients. It is important that emotions are addressed in health professions curricula to ensure that clinicians are humane healers as well as technical experts. Emotions have a valuable and generative role in health professional ethics education.The authors have previously described a narrative ethics pedagogy, the aim of which is to develop ethical mindfulness. Ethical mindfulness is a state of being that acknowledges everyday ethics and ethically important moments as significant in clinical care, with the aim of enabling ethical clinical practice. Using a sample narrative, the authors extend this concept to examine five features of ethical mindfulness as they relate to emotions: (1) being sensitized to emotions in everyday practice, (2) acknowledging and understanding the ways in which emotions are significant in practice, (3) being able to articulate the emotions at play during ethically important moments, (4) being reflexive and acknowledging both the generative aspects and the limitations of emotions, and (5) being courageous.The process of writing and engaging with narratives can lead to ethical mindfulness, including the capacity to understand and work with emotions. Strategies for productively incorporating emotions in narrative ethics teaching are described. This can be a challenging domain within medical education for both educators and health care students and thus needs to be addressed sensitively and responsibly. The potential benefit of educating health professionals in a way which addresses emotionality in an ethical framework makes the challenges worthwhile.

Protective benefits of mindfulness in emergency room personnel.

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Westphal, Maren; Bingisser, Martina-Barbara; Feng, Tianshu; Wall, Melanie; Blakley, Emily; Bingisser, Roland; Kleim, Birgit

2015-04-01

Recent meta-analyses have found that mindfulness practice may reduce anxiety and depression in clinical populations and there is growing evidence that mindfulness may also improve well-being and quality of care in health professionals. This study examined whether mindfulness protects against the impact of work-related stress on mental health and burnout in emergency room (ER) nurses. ER nurses (N=50) were recruited from an urban teaching hospital in Switzerland and completed a survey on work-related stressors, mindfulness, burnout, depression, and anxiety. The most frequently reported work-related stressor was interpersonal conflict. Nurses working more consecutive days since last taking time off were at greater risk for depression and those reporting more work-related interpersonal conflicts were at greater risk for burnout. Mindfulness was associated with reduced anxiety, depression, and burnout. Mindfulness was a significant predictor of anxiety, depression, and burnout and moderated the impact of work-related stressors on mental health and burnout. The sample is limited to nurses and results need to be replicated in other groups (e.g., medical staff or ambulance workers). We assessed clinical symptoms with questionnaires and it would be desirable to repeat this assessment with clinical diagnostic interviews. The findings have implications for stress management in ER nurses and health professionals working in comparable settings (e.g., urgent care). The robust associations between mindfulness and multiple indices of psychological well-being suggest that ER staff exposed to high levels of occupational stress may benefit from mindfulness practice to increase resistance to mental health problems and burnout. Copyright © 2015 Elsevier B.V. All rights reserved.

Perceived stress, depressive symptoms, and suicidal ideation in undergraduate women with varying levels of mindfulness.

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Anastasiades, Maria H; Kapoor, Shweta; Wootten, Jennifer; Lamis, Dorian A

2017-02-01

Research has demonstrated that perceived stress and depression are risk factors for suicidal ideation in young adults, particularly women attending college. Female undergraduate students (N = 928) were administered measures assessing their levels of stress, depressive symptoms, suicidal thoughts, and mindfulness. A moderated-mediation analysis was conducted to examine the complex associations among these variables. Results indicated that mindfulness moderated the mediated effect of depressive symptoms on perceived stress and suicidal ideation. Specifically, the indirect effect was stronger in college women with lower levels of mindfulness as compared to those students who reported higher mindfulness. Thus, teaching mindfulness techniques on college campuses may be an important strategy for preventing suicide, especially among young adult women experiencing stress and depressive symptoms.

Symposium 20 - PABMB: Teaching biochemistry in a connected world: How Apps-Embedded Assessment can contribute to learning outcomes mapping

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Eduardo Galembeck

2015-08-01

Full Text Available Symposium 20 - PABMB: Teaching biochemistry in a connected world Chair: Miguel Castanho, Universidade de Lisboa, PortugalAbstract:Apps can be designed to provide usage data, and most of them do. These usage data are usually used to map users interests and to deliver more effective ads that are more likely to result in clicks, and sales. We have applied some of these metrics to understand how it can be used to map students’ behavior using educational software. We tested both Google Analytics, and a system we have developed to map learning outcomes and students engagement. Embedded assessment were implemented in app used to teach: 1 Metabolic Pathways; 2 Protein Synthesis, 3 Cell Structure, and 4 Concepts from techniques used in a Biochemistry Lab course. Our preliminary results show that this approach provides valuable information about class outcomes that can be used for both summative and formative assessments.

Brain-mapping projects using the common marmoset.

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Okano, Hideyuki; Mitra, Partha

2015-04-01

Globally, there is an increasing interest in brain-mapping projects, including the Brain Research through Advancing Innovative Neurotechnologies (BRAIN) Initiative project in the USA, the Human Brain Project (HBP) in Europe, and the Brain Mapping by Integrated Neurotechnologies for Disease Studies (Brain/MINDS) project in Japan. These projects aim to map the structure and function of neuronal circuits to ultimately understand the vast complexity of the human brain. Brain/MINDS is focused on structural and functional mapping of the common marmoset (Callithrix jacchus) brain. This non-human primate has numerous advantages for brain mapping, including a well-developed frontal cortex and a compact brain size, as well as the availability of transgenic technologies. In the present review article, we discuss strategies for structural and functional mapping of the marmoset brain and the relation of the common marmoset to other animals models. Copyright © 2014 The Authors. Published by Elsevier Ireland Ltd.. All rights reserved.

Graphic symbols as "the mind on paper": links between children's interpretive theory of mind and symbol understanding.

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Myers, Lauren J; Liben, Lynn S

2012-01-01

Children gradually develop interpretive theory of mind (iToM)-the understanding that different people may interpret identical events or stimuli differently. The present study tested whether more advanced iToM underlies children's recognition that map symbols' meanings must be communicated to others when symbols are iconic (resemble their referents). Children (6-9 years; N = 80) made maps using either iconic or abstract symbols. After accounting for age, intelligence, vocabulary, and memory, iToM predicted children's success in communicating symbols' meaning to a naïve map-user when mapping tasks involved iconic (but not abstract) symbols. Findings suggest children's growing appreciation of alternative representations and of the intentional assignment of meaning, and support the contention that ToM progresses beyond mastery of false belief. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

PENERAPAN METODE PETA PIKIRAN DALAM MENULIS ESAI MAHASISWA SEMESTER V STKIP YDB LUBUK ALUNG

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Irawati Rahman

2016-06-01

Full Text Available Abstract This research is based on several problems found in students’ writing; (1 the structure of students’ essay is not complete; (2 the use of languge is not communicative; (3 the paragraph development is not coherent; and (4 the title of the essay is not appropriate. This reseach aims at implementing mind mapping technique in writing an essay. Mind mapping is a technique of teaching writing to help students map their idea in writing an essay. This research used quantitative research. The research sample was the fifth semester students of STKIP YBD Lubuk Alung registered in 2015/2016 academic year. The result of this research shows that mind mapping technique could increase students’ writing. This is indicated by the increase of students’ score after applying mind mapping technique. 25 students (92.6% got very good score and 2 others (7.43% got good score. Based on this finding, it is suggested for English teachers to use mind mapping technique to improve students’ writing skill. Kata Kunci: penerapan, teknik mind mapping, keterampilan menulis esai

Modeling as an Engineering Habit of Mind and Practice

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Lammi, Matthew D.; Denson, Cameron D.

2017-01-01

In this paper we examine a case study of a pedagogical strategy that focuses on the teaching of modeling as a habit of mind and practice for novice designers engaged in engineering design challenges. In an engineering design course, pre-service teachers created modeling artifacts in the form of conceptual models, graphical models, mathematical…

Mind and activity. Psychic mechanism of learning

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Zoya A. Reshetova

2017-09-01

Full Text Available The paper is devoted to the issue of mechanisms of learning for understanding the nature of the human mind. Learning is regarded as a special activity that is important for developing the human mind in a specific cultural and historical setting and indirect activity. The author’s understanding of the ideas developed by the psychological theory of activity for establishing the principles of developing the human mind is highlighted. Interpretation of dialectical connections of brain processes and mind, and also the objective activity that emerges them is provided. According to the activity theory, the causes of the students’ psychological difficulties and the low efficacy of learning within predominant reproductive method or the use of the trial and error method are revealed. Thus, a new understanding of the renowned didactic principles of scientific rigour, accessibility, objectivity, the connection of learning with life and others is offered. The contribution of the psychological theory in organizing and managing the studies, increasing teaching activity and awareness, and the growth of the internal causes of motivation are shown. Particular attention is paid to the issue of intellectual development and creative abilities. The author believes the creative abilities of the student and the way the latter are taught are interconnected. At the same time, the developers and educators should make efforts to develop in the students a systemic orientation in the subject, primarily mastering the method of system analysis. Once the method of system analysis has been mastered, it becomes a general intellectual and developing tool through which activities are organized to solve any teaching problems with whatever type of content and difficulty level. Summing up, the organization and disclosure to the student of the process of learning as an activity with its social, consciously transformative and sense shaping meaning, the conditions of its development

Mindfulness training effects for parents and educators of children with special needs.

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Benn, Rita; Akiva, Tom; Arel, Sari; Roeser, Robert W

2012-09-01

Parents and teachers of children with special needs face unique social-emotional challenges in carrying out their caregiving roles. Stress associated with these roles impacts parents' and special educators' health and well-being, as well as the quality of their parenting and teaching. No rigorous studies have assessed whether mindfulness training (MT) might be an effective strategy to reduce stress and cultivate well-being and positive caregiving in these adults. This randomized controlled study assessed the efficacy of a 5-week MT program for parents and educators of children with special needs. Participants receiving MT showed significant reductions in stress and anxiety and increased mindfulness, self-compassion, and personal growth at program completion and at 2 months follow-up in contrast to waiting-list controls. Relational competence also showed significant positive changes, with medium-to-large effect sizes noted on measures of empathic concern and forgiveness. MT significantly influenced caregiving competence specific to teaching. Mindfulness changes at program completion mediated outcomes at follow-up, suggesting its importance in maintaining emotional balance and facilitating well-being in parents and teachers of children with developmental challenges. PsycINFO Database Record (c) 2012 APA, all rights reserved.

Teaching Plate Tectonic Concepts using GeoMapApp Learning Activities

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Goodwillie, A. M.; Kluge, S.

2012-12-01

GeoMapApp Learning Activities ( http://serc.carleton.edu/geomapapp/collection.html ) can help educators to expose undergraduate students to a range of earth science concepts using high-quality data sets in an easy-to-use map-based interface called GeoMapApp. GeoMapApp Learning Activities require students to interact with and analyse research-quality geoscience data as a means to explore and enhance their understanding of underlying content and concepts. Each activity is freely available through the SERC-Carleton web site and offers step-by-step student instructions and answer sheets. Also provided are annotated educator versions of the worksheets that include teaching tips, additional content and suggestions for further work. The activities can be used "off-the-shelf". Or, since the educator may require flexibility to tailor the activities, the documents are provided in Word format for easy modification. Examples of activities include one on the concept of seafloor spreading that requires students to analyse global seafloor crustal age data to calculate spreading rates in different ocean basins. Another activity has students explore hot spots using radiometric age dating of rocks along the Hawaiian-Emperor seamount chain. A third focusses upon the interactive use of contours and profiles to help students visualise 3-D topography on 2-D computer screens. A fourth activity provides a study of mass wasting as revealed through geomorphological evidence. The step-by-step instructions and guided inquiry approach reduce the need for teacher intervention whilst boosting the time that students can spend on productive exploration and learning. The activities can be used, for example, in a classroom lab with the educator present and as self-paced assignments in an out-of-class setting. GeoMapApp Learning Activities are funded through the NSF GeoEd program and are aimed at students in the introductory undergraduate, community college and high school levels. The activities are

The impact of mindfulness on leadership effectiveness in a health care setting: a pilot study.

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Wasylkiw, Louise; Holton, Judith; Azar, Rima; Cook, William

2015-01-01

The purpose of this paper is to examine the impact of mindfulness awareness practice (MAP) on mid-level health-care managers' leadership. In total, 11 mid-level health-care managers in eastern Canada took part in an intensive weekend retreat and a follow-up webinar on mindfulness awareness. Perceived stress and leadership effectiveness were assessed pre- and post-intervention (i.e. four and eight weeks). A control group (n=10) also completed the same measures twice. Additionally, informants (n=28) provided assessments of participants' leadership pre- and post-intervention. Follow-up interviews were carried out with eight participants 12-16 weeks post-intervention. In comparison to controls, retreat participants showed significant increases in mindfulness and corresponding decreases in stress that were sustained across eight weeks post-retreat; retreat participants reported significant positive changes in their leadership effectiveness that were corroborated by informants. Qualitative data, however, suggest that sustaining a mindfulness practice presents significant challenges to middle managers in a health care setting. The findings are useful to management working in health services that are plagued by increasing demands and changes. Despite the small sample and lack of random assignment, the pilot data support the efficacy of MAP in improving leadership. Little empirical research supports the claim that MAP enhances leadership. The present study employed a mixed methods approach to address this gap and demonstrates the potential benefits of MAP among mid-level managers.

ESTRATEGIA DE ENSEÑANZA DE MAPAS PERCEPTUALES / PERCEPTUAL MAP TEACHING STRATEGY

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Mario Chipoco

2016-12-01

Full Text Available RESUMEN: Este documento contiene el diseño de una estrategia para enseñar mapas perceptuales en un curso de gerencia de marca, con la adición de una técnica de modelado para elaborarlos. Los mapas perceptuales son herramientas para el análisis del posicionamiento de marca, y se enseñan en cursos de pregrado y postgrado. Sin embargo, es muy usual utilizar un marco puramente descriptivo y teórico, sin explicar los mecanismos para construirlos. Se presentan métodos basados en regresión multilineal y en análisis factorial como herramientas de modelado, para explicar en clase y proporcionar una mejor comprensión de esta materia. ABSTRACT: This paper comprises the design of a strategy to teach perceptual mapping in a Brand Management course, adding a modeling technique in order to elaborate such maps. Perceptual maps are tools used to analyze the positioning of a brand, and are taught in undergraduate and graduate courses. However, very frequently a purely descriptive and theoretical framework is used, disregarding the mechanisms to construct them. Methods based on multiple linear regression and factorial analysis are presented as modeling tools to explain and foster a better understanding of this subject in class.

Mindfulness Interventions.

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Creswell, J David

2017-01-03

Mindfulness interventions aim to foster greater attention to and awareness of present moment experience. There has been a dramatic increase in randomized controlled trials (RCTs) of mindfulness interventions over the past two decades. This article evaluates the growing evidence of mindfulness intervention RCTs by reviewing and discussing (a) the effects of mindfulness interventions on health, cognitive, affective, and interpersonal outcomes; (b) evidence-based applications of mindfulness interventions to new settings and populations (e.g., the workplace, military, schools); (c) psychological and neurobiological mechanisms of mindfulness interventions; (d) mindfulness intervention dosing considerations; and (e) potential risks of mindfulness interventions. Methodologically rigorous RCTs have demonstrated that mindfulness interventions improve outcomes in multiple domains (e.g., chronic pain, depression relapse, addiction). Discussion focuses on opportunities and challenges for mindfulness intervention research and on community applications.

In response to David Greenwood's `Place mobility and faculty life: mindfulness through change' through the lens of science teacher education programs

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Nyaema, Mary K.

2017-06-01

In writing this review, I draw on the experience of David Greenwood (Cult Stud Sci Educ 10:5-16, 2015) whose ethnographic study sheds light on his growth as a faculty member who has taught in various settings that are quite different from the culture that he grew up with. I extend his thoughts on ecological mindfulness to encompass a culturally aware method of teaching based on place sensitized more to the needs of science teacher preparation programs. The methods used in writing the review included literature searches for articles that incorporate ecological mindfulness and culturally responsive teaching in science teacher preparation programs and reflected ideas voiced in Greenwood's article. Although he seems that he is primarily addressing other faculty members, his experiences can be used as lifelong lessons for preservice teachers entering a primarily homogeneous workforce expected to teach an increasingly diverse student population. His humor, use of Haiku, poetry and mindfulness as a way of becoming one with a culture that he is not accustomed has many lessons that prove useful in training more culturally responsive teachers. In light of an increasingly diverse US student population versus a stagnantly homogeneous teaching workforce, his reflective practice will prove useful to teachers who are expected to teach students with cultures different from their own.

Professional development strategies for teaching urban biology teachers to use concept maps effectively

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McGregor Petgrave, Dahlia M.

Many teachers are not adequately prepared to help urban students who have trouble understanding conceptual ideas in biology because these students have little connection to the natural world. This study explored potential professional development strategies to help urban biology teachers use concept maps effectively with various topics in the biology curriculum. A grounded theory approach was used to develop a substantive professional development model for urban biology teachers. Qualitative data were collected through 16 semi-structured interviews of professional developers experienced in working with concept maps in the urban context. An anonymous online survey was used to collect quantitative data from 56 professional developers and teachers to support the qualitative data. The participants were from New York City, recruited through the NY Biology-Chemistry Professional Development Mentor Network and the NY Biology Teachers' Association. According to the participants, map construction, classroom applications, lesson planning, action research, follow-up workshops, and the creation of learning communities are the most effective professional development strategies. The interviewees also proposed English language learning strategies such as picture maps, native word maps, and content reading materials with underlined words. This study contributes to social change by providing a professional development model to use in planning workshops for urban teachers. Urban teachers improve their own conceptual understanding of biology while learning how to implement concept mapping strategies in the classroom. Students whose teachers are better prepared to teach biology in a conceptual manner have the potential of growing into more scientifically literate citizens.

Metaphilosophy of Mind: how Do Minds Investigate Minds? Refutation of the Theocentric View

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Werner, Konrad

2016-01-01

I shall propose metaphilosophy of mind as the philosophy of mind investigating mind. That is to say, I pose the question of how knowledge of mind provided by cognitive science, broadly construed, is constrained by the epistemic position of the knower, i.e. by the very fact that it is undertaken by a mind. Here I would like to propose a minimal framework, based on two distinctions: (i) the standard one between empirical and conceptual analysis; (ii) a new one, between the internal questions of...

Assessing the associations among trait and state levels of deliberate and spontaneous mind wandering.

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Seli, Paul; Risko, Evan F; Smilek, Daniel

2016-04-01

Recent research has demonstrated that mind wandering can be subdivided into spontaneous and deliberate types, and this distinction has been found to hold at both the trait and state levels. However, to date, no attempts have been made to link trait-level spontaneous and deliberate mind wandering with state-level assessments of these two subtypes of mind wandering. Here we evaluated whether trait-level deliberate and spontaneous mind wandering map onto state levels of these subtypes of mind wandering. Results showed correspondence between trait-level reports of spontaneous and deliberate mind wandering and their state-level counterparts, indicating that people's reports on the intentionality of their mind wandering in the laboratory correspond to their reports of the intentionality of mind wandering in everyday life. Thus, the trait- and state-level scales of mind wandering were found to validate each other: Whereas the state-level measures provided some construct validity for the trait-level measures, the trait-level measures indicated that the state-level measures may be generalizable to everyday situations. Copyright © 2016 Elsevier Inc. All rights reserved.

The effect of mindfulness meditation on cough reflex sensitivity.

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Young, E C; Brammer, C; Owen, E; Brown, N; Lowe, J; Johnson, C; Calam, R; Jones, S; Woodcock, A; Smith, J A

2009-11-01

Chronic cough is common, and medical treatment can be ineffective. Mindfulness is a psychological intervention that aims to teach moment-to-moment non-judgemental awareness of thoughts, feelings and sensations. 30 healthy subjects and 30 patients with chronic cough were studied in two sequential trials. For both studies, cough reflex sensitivity to citric acid (C5) was measured on two occasions, with urge to cough rated following each inhalation; between challenges subjects were randomised to (1) no intervention, (2) mindfulness or (3) no intervention but modified cough challenge (subjects suppress coughing). For the healthy volunteers, measures were 1 h apart and mindfulness was practised for 15 min. For the patients with chronic cough measures were 1 week apart and mindfulness was practised daily for 30 min. In healthy volunteers, median change (interquartile range (IQR)) in cough reflex sensitivity (logC5) for no intervention, mindfulness and suppression was +1.0 (0.0 to +1.3), +2.0 (+1.0 to +3.0) and +3.0 (+2.8 to +3.0) doubling concentrations (p = 0.003); there were significant reductions for both mindfulness (p = 0.043) and suppression (p = 0.002) over no intervention. In patients with cough, median change (IQR) in logC5 for no intervention, mindfulness training and voluntary suppression was 0.0 (-1.0 to +1.0), +1.0 (-0.3 to +1.0) and +1.0 (+1.0 to +2.0) doubling concentrations (p = 0.046); there was a significant reduction for suppression (p = 0.02) but not mindfulness (p = 0.35). Urge to cough did not change after mindfulness compared with control in either healthy subjects (p = 0.33) or those with chronic cough (p = 0.47). Compared with control, mindfulness decreased cough reflex sensitivity in healthy volunteers, but did not alter cough threshold in patients with chronic cough. Both groups were able to suppress cough responses to citric acid inhalation.

Mapping out past and future minds: The perceived trajectory of rationality versus emotionality over time.

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O'Brien, Ed

2015-06-01

Who do we see when envisioning our "past self" and "future self"? Extant research finds a motivation to perceive improvement over time, such that past selves are seen as worse versions, and future selves as better versions, of current selves. However, the broader components comprising "worse" or "better" beyond domain-specific achievement (e.g., "Last year I failed at dieting, but next year I'll succeed") are less well understood. Are there more general qualities ascribed to the person we recall versus imagine being? Six studies suggest so, extending the 2-dimensional mind perception framework to the self: Past selves seem to possess highly emotional but not very rational minds, whereas future selves seem to possess highly rational but not very emotional minds (Studies 1a, 1b, 1c). Consistent with motivated improvement, this asymmetry does not emerge in evaluating others and applies uniquely to self-judgment (Study 2). Thus, our pervasive belief in changing for the "better" specifically means becoming more rational types of people. This observation has asymmetric consequences. Participants who brought to mind future selves sought intellectual enrichment (Study 3) and performed better on a self-control task (Study 4); however, participants who brought to mind past selves sought emotional enrichment and performed better on the same task when allegedly measuring enjoyment. These findings build a bridge between mind perception and intertemporal dynamics, raising novel implications for the present. Thinking about the future may not uniformly "improve" decisions and behaviors; rather, it mostly facilitates rational-related pursuits, whereas thinking about the past may enhance feeling-related experiences. (c) 2015 APA, all rights reserved).

Mindfulness in Motion (MIM): An Onsite Mindfulness Based Intervention (MBI) for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement

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Klatt, Maryanna; Steinberg, Beth; Duchemin, Anne-Marie

2015-01-01

A pragmatic mindfulness intervention to benefit personnel working in chronically high-stress environments, delivered onsite during the workday, is timely and valuable to employee and employer alike. Mindfulness in Motion (MIM) is a Mindfulness Based Intervention (MBI) offered as a modified, less time intensive method (compared to Mindfulness-Based Stress Reduction), delivered onsite, during work, and intends to enable busy working adults to experience the benefits of mindfulness. It teaches mindful awareness principles, rehearses mindfulness as a group, emphasizes the use of gentle yoga stretches, and utilizes relaxing music in the background of both the group sessions and individual mindfulness practice. MIM is delivered in a group format, for 1 hr/week/8 weeks. CDs and a DVD are provided to facilitate individual practice. The yoga movement is emphasized in the protocol to facilitate a quieting of the mind. The music is included for participants to associate the relaxed state experienced in the group session with their individual practice. To determine the intervention feasibility/efficacy we conducted a randomized wait-list control group in Intensive Care Units (ICUs). ICUs represent a high-stress work environment where personnel experience chronic exposure to catastrophic situations as they care for seriously injured/ill patients. Despite high levels of work-related stress, few interventions have been developed and delivered onsite for such environments. The intervention is delivered on site in the ICU, during work hours, with participants receiving time release to attend sessions. The intervention is well received with 97% retention rate. Work engagement and resiliency increase significantly in the intervention group, compared to the wait-list control group, while participant respiration rates decrease significantly pre-post in 6/8 of the weekly sessions. Participants value institutional support, relaxing music, and the instructor as pivotal to program success

The Mindful Self: A Mindfulness-Enlightened Self-view

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Qianguo Xiao

2017-10-01

Full Text Available This paper analyzes studies of mindfulness and the self, with the aim of deepening our understanding of the potential benefits of mindfulness and meditation for mental health and well-being. Our review of empirical research reveals that positive changes in attitudes toward the self and others as a result of mindfulness-enabled practices can play an important role in modulating many mental and physical health problems. Accordingly, we introduce a new concept—the “mindful self”—and compare it with related psychological constructs to describe the positive changes in self-attitude associated with mindfulness meditation practices or interventions. The mindful self is conceptualized as a mindfulness-enlightened self-view and attitude developed by internalizing and integrating the essence of Buddhist psychology into one’s self-system. We further posit that the mindful self will be an important intermediary between mindfulness intervention and mental health problems, and an important moderator in promoting well-being. More generally, we suggest that the mindful self may also be an applicable concept with which to describe and predict the higher level of self-development of those who grow up in the culture of Buddhism or regularly engage in meditation over a long period of time.

Teaching with iPads

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Maj, Hubert

2015-04-01

Bilingual students in high school with bilingual units in Boguchwała have received iPads for learning English and a few subjects using CLIL (biology, basics of entrepreneurship, geography, IT and mathematics). Lessons with iPads are interesting for students for several reasons. First of all, teenagers like new technologies and using iPads for teaching helps students to learn by fun. Secondly, iPads give new possibilities of looking for knowledge about each theme. Moreover, teaching with iPads develops students' engagement. They have a chance to choose a few among over 65 000 applications for gathering and then presenting information about the lesson topic. They can easily prepare presentations, movies, cartoons, mind maps or whatever they like. Teaching students, thanks to the iPads, makes it their initiative, and the teacher can inspire them to look for the knowledge rather than disciplining pupils. But teaching with iPads is connected with many problems. For instance, there are not any examples on how to teach using these tools. It is very up-to-date technology and teachers firstly must learn the possibilities of iPads and look for new applications. It takes much time, especially at the beginning, and is difficult especially for inexperienced teachers. In addition, it is almost impossible to maintain control of the iPads for all of the students during the lesson. They can use their iPads for something unconnected with the topic of the lesson. Thirdly is lack of time - active methods (with iPads as well) are more time-consuming and it could be that they do not finish the whole program. And of course the last, but not at least, is the problem of money. Some of the applications must be paid for, and it is usually obligatory to possess a credit card. Fortunately, it is not expensive - applications usually cost a few euros and many of them are free and really good.

The Effect of Concept Mapping-Guided Discovery Integrated Teaching Approach on Chemistry Students' Achievement and Retention

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Fatokun, K. V. F.; Eniayeju, P. A.

2014-01-01

This study investigates the effects of Concept Mapping-Guided Discovery Integrated Teaching Approach on the achievement and retention of chemistry students. The sample comprised 162 Senior Secondary two (SS 2) students drawn from two Science Schools in Nasarawa State, Central Nigeria with equivalent mean scores of 9.68 and 9.49 in their pre-test.…

Reading Social wMaps.w

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Clements, Millard

1982-01-01

What should social studies teachers be trying to teach students how to do? Every culture provides its members with social "maps" that explain how things are--e.g., school materials, advertisements. Teaching students how to read these social "maps" should be the central task for social studies education. (RM)

Mindful Emotion Regulation: Exploring the Neurocognitive Mechanisms behind Mindfulness

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Alessandro Grecucci

2015-01-01

Full Text Available The purpose of this paper is to review some of the psychological and neural mechanisms behind mindfulness practice in order to explore the unique factors that account for its positive impact on emotional regulation and health. After reviewing the mechanisms of mindfulness and its effects on clinical populations we will consider how the practice of mindfulness contributes to the regulation of emotions. We argue that mindfulness has achieved effective outcomes in the treatment of anxiety, depression, and other psychopathologies through the contribution of mindfulness to emotional regulation. We consider the unique factors that mindfulness meditation brings to the process of emotion regulation that may account for its effectiveness. We review experimental evidence that points towards the unique effects of mindfulness specifically operating over and above the regulatory effects of cognitive reappraisal mechanisms. A neuroanatomical circuit that leads to mindful emotion regulation is also suggested. This paper thereby aims to contribute to proposed models of mindfulness for research and theory building by proposing a specific model for the unique psychological and neural processes involved in mindful detachment that account for the effects of mindfulness over and above the effects accounted for by other well-established emotional regulation processes such as cognitive reappraisal.

Mindfulness-based cognitive therapy as an augmentation treatment for obsessive-compulsive disorder.

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Key, Brenda L; Rowa, Karen; Bieling, Peter; McCabe, Randi; Pawluk, Elizabeth J

2017-09-01

A significant number of obsessive-compulsive disorder (OCD) patients continue to experience symptoms that interfere with their functioning following cognitive behavioural therapy (CBT). Providing an additional augmentation treatment following CBT could help reduce these residual symptoms. Mindfulness interventions that facilitate less reactivity to thoughts and feelings may be helpful for patients suffering from residual OCD symptoms. The purpose of the current randomized waitlist control trial was to evaluate the feasibility and impact of providing an 8-week mindfulness-based cognitive therapy (MBCT) intervention following completion of a CBT intervention to OCD patients who continued to suffer from significant symptoms. Results indicated that compared to the waitlist control group, MBCT participants reported decreases in OCD symptoms (d = 1.38), depression symptoms (d = 1.25), anxiety symptoms (d = 1.02), and obsessive beliefs (d = 1.20) along with increases in self-compassion (d = 0.77) and mindfulness skills (d = 0.77). Additionally, participants reported high levels of satisfaction with the MBCT intervention. The results suggest that the use of MBCT for OCD as an augmentation therapy is acceptable to patients who continue to suffer from OCD symptoms after completing CBT and provides some additional relief from residual symptoms. Mindfulness interventions teach skills that facilitate disengaging from cognitive routines and accepting internal experience, and these skills may be valuable in treating obsessive-compulsive disorder (OCD), as individuals describe getting "stuck" in repetitive thoughts and consequent rituals. The results of this study suggest that teaching mindfulness skills using an 8-week mindfulness-based cognitive therapy (MBCT) intervention provides an added benefit (decreases in OCD, depression, and anxiety symptoms) for patients with OCD who have completed a cognitive behavioural therapy intervention and continued to suffer from

Teaching Biochemical Pathways Using Concept Maps

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Simon Brown

2013-08-01

Full Text Available The interesting paper by Dinarvand and Vaisi-Raygan (1 makes valuable points about a particularly challenging aspect of biochemistry learning and teaching. Their work prompts me to ask two questions and make a comment. First, what do the authors mean by a concept map (CM? A pathway map could be considered a CM, but a CM could cover modes of regulation and kinetics in relation to particular reactions or pathways and there are many other possibilities. Irrespective of this, a CM can get extremely complex if more than a few concepts are involved (2, as can be seen in examples given by Novak (3. This is the fundamental problem of teaching and learning biochemistry (4, which combines the network of pathways, compartmentation, macromol¬ecular structure, regulation, kinetics and some fairly sophisticated chemical concepts.Second, how did the students go about preparing CMs? My experience is that students prefer to use a computer for most tasks, but standard CM software (5 may not be suitable. For example, they often struggle unnec¬essarily to use software to prepare a graphical summary of the structural features of a protein, its precursors and the gene encoding it. This distracts them from the material. My suggestions that pencil and paper might be sufficient are usually met with amazement. Third, as Dinarvand and Vaisi-Raygan (1 make clear, a coherent summary of the metabolism considered in a course in metabolic biochemistry is crucial if students are to appreciate the pathways and their interconn-ection and regulation. For many years I have used an approach in which students collaborate in tutorials to achieve this. The sessions are usually initiated by me drawing the plasma membrane and the mitochondrial membranes on a large board and inviting the students to fill in the blanks (I provide large sheets of paper so that students can make copies. With coaxing, someone volunteers and I explain that the volunteer is not alone because everyone is

The subtle body: an interoceptive map of central nervous system function and meditative mind-brain-body integration.

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Loizzo, Joseph J

2016-06-01

Meditation research has begun to clarify the brain effects and mechanisms of contemplative practices while generating a range of typologies and explanatory models to guide further study. This comparative review explores a neglected area relevant to current research: the validity of a traditional central nervous system (CNS) model that coevolved with the practices most studied today and that provides the first comprehensive neural-based typology and mechanistic framework of contemplative practices. The subtle body model, popularly known as the chakra system from Indian yoga, was and is used as a map of CNS function in traditional Indian and Tibetan medicine, neuropsychiatry, and neuropsychology. The study presented here, based on the Nalanda tradition, shows that the subtle body model can be cross-referenced with modern CNS maps and challenges modern brain maps with its embodied network model of CNS function. It also challenges meditation research by: (1) presenting a more rigorous, neural-based typology of contemplative practices; (2) offering a more refined and complete network model of the mechanisms of contemplative practices; and (3) serving as an embodied, interoceptive neurofeedback aid that is more user friendly and complete than current teaching aids for clinical and practical applications of contemplative practice. © 2016 New York Academy of Sciences.

Mapping Mixed Methods Research: Methods, Measures, and Meaning

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Wheeldon, J.

2010-01-01

This article explores how concept maps and mind maps can be used as data collection tools in mixed methods research to combine the clarity of quantitative counts with the nuance of qualitative reflections. Based on more traditional mixed methods approaches, this article details how the use of pre/post concept maps can be used to design qualitative…

New teaching methods for practical training in nursing within the project Tempus IV – CCNURCA

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Gabriela Kuriplachová

2015-12-01

Full Text Available The aim of this article is to present new teaching methods for practical training in nursing within the project Tempus IV – CCNURCA (Competency based Curriculum Reform in Nursing and Healthcare in Western Balkan Universities No. 544169-TEMPUS-1-2013-1-BE-TEMPUS-JPCR. Implementation of new practical teaching methods, such as learning with simulator mannequins, practical workshop, nursing process, mind mapping, case studies and problem-based learning (PBL in practical training could help to improve the quality of the educational process in nursing at Universities of Western Balkan countries that have been involved in this project. The realistic conditions in simulation laboratories are reflecting real hospital and patient´s care, communication with patient and hospital staff, discussion and analysis of all student´s activities. The methods of next nursing generation in practical training that can help nurses to get used to the recognition and management of patients by using of simulated real life situations.

Parent Expectancies and Preferences for Mental Health Treatment: The Roles of Emotion Mind-Sets and Views of Failure.

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Schleider, Jessica L; Weisz, John R

2018-01-24

Because parents are primary gatekeepers to mental health care for their children, parental expectations that mental health treatment is ineffective may undermine treatment seeking, retention, and response. Thus, a need exists to understand parents' expectations about treatment and to develop scalable interventions that can instill more favorable views. We examined parents' treatment expectancies and preferences for their offspring and themselves in relation to two global beliefs: mind-sets (malleability beliefs) of emotions and anxiety, and views of failure as enhancing versus debilitating. Study 1 (N = 200; 49.5% fathers; 70.4% Caucasian) examined associations among parents' emotion mind-sets, anxiety mind-sets, failure beliefs, and treatment expectancies and preferences. Study 2 (N = 430; 44.70% fathers; 75.80% Caucasian) tested whether online inductions teaching "growth emotion mind-sets" (viewing emotions as malleable), adaptive failure beliefs, or both improved parents' treatment expectancies and hypothetical preferences for treatment (vs. no-treatment). Participants received one of three 8- to 15-min inductions or a psychoeducation control, rating treatment expectancies. and preferences pre- and postinduction. In Study 1, fixed emotion mind-sets and failure-is-debilitating beliefs were associated with lower parent psychotherapy expectancies for offspring and themselves and stronger "no-treatment" preferences for offspring. In Study 2, inductions teaching (a) growth emotion mind-sets only and (b) growth emotion mind-sets and failure-is-enhancing beliefs improved parents' psychotherapy expectancies for themselves (ds = .38, .51) and offspring (ds = .30, .43). No induction increased parents' hypothetical preferences for treatment (vs. no-treatment). Findings suggest scalable strategies for strengthening parents' psychotherapy effectiveness beliefs for themselves and their children.

Brief Mindfulness Meditation Training Reduces Mind-Wandering: The Critical Role of Acceptance

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Rahl, Hayley A.; Lindsay, Emily K.; Pacilio, Laura E.; Brown, Kirk W.; Creswell, J. David

2016-01-01

Mindfulness meditation programs, which train individuals to monitor their present moment experience in an open or accepting way, have been shown to reduce mind-wandering on standardized tasks in several studies. Here we test two competing accounts for how mindfulness training reduces mind-wandering, evaluating whether the attention monitoring component of mindfulness training alone reduces mind-wandering or whether the acceptance training component is necessary for reducing mind-wandering. Healthy young adults (N=147) were randomized to either a 3-day brief mindfulness training condition incorporating instruction in both attention monitoring and acceptance, a mindfulness training condition incorporating attention monitoring instruction only, a relaxation training condition, or a reading control condition. Participants completed measures of dispositional mindfulness and treatment expectancies before the training session on Day 1 and then completed a 6-minute Sustained Attention Response Task (SART) measuring mind-wandering after the training session on Day 3. Acceptance training was important for reducing mind-wandering, such that the monitoring + acceptance mindfulness training condition had the lowest mind-wandering relative to the other conditions, including significantly lower mind-wandering relative to the monitor-only mindfulness training condition. In one of the first experimental mindfulness training dismantling studies to-date, we show that training in acceptance is a critical driver of mindfulness training reductions in mind-wandering. This effect suggests that acceptance skills may facilitate emotion regulation on boring and frustrating sustained attention tasks that foster mind-wandering, such as the SART. PMID:27819445

Google Wave: Have CTSA-Minded Institutions Caught It?

OpenAIRE

Amy Donahue

2010-01-01

Background - Google Wave was touted as the next big communication tool—combining e-mail, social networking, and chat within a single “wave”—with the potential to create a new world for collaboration. Information professionals who are knowledgeable of this tool and its capabilities could become uniquely situated to use it, evaluate it, and teach it. This seemed especially true for those working within Clinical and Translational Science Award (CTSA)-minded institutions, given the promise of int...

Coordinate systems and map projections

CERN Document Server

Maling, DH

1992-01-01

A revised and expanded new edition of the definitive English work on map projections. The revisions take into account the huge advances in geometrical geodesy which have occurred since the early years of satellite geodesy. The detailed configuration of the geoid resulting from the GEOS and SEASAT altimetry measurements are now taken into consideration. Additionally, the chapter on computation of map projections is updated bearing in mind the availability of pocket calculators and microcomputers. Analytical derivation of some map projections including examples of pseudocylindrical and polyconic

The Child’s Voice in Determining Program Acceptability for a School-Based Mindfulness Intervention

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Megan McCabe

2017-12-01

Full Text Available School-based mindfulness interventions have been shown to be effective in reducing mental health symptoms. However, comparatively little research has investigated the acceptability of these programs from the perspective of the children. Program acceptability underpins engagement, and more engaging programs are also more efficacious (Cowan & Sheridan, 2003; Mautone et al., 2009 yet there is little literature which has considered the acceptability of school-based mindfulness programs. To address this gap, semi-structured interviews were conducted with upper primary aged children (N = 30 who had participated in a six week mindfulness program in four Australian primary schools. Thematic analysis of interviews revealed children found the program to be acceptable. Children reported that they enjoyed doing the mindfulness program, would recommend it to others, and learned about relaxing as well as felt relaxed while doing the program. Children also highlighted the use of culturally appropriate teaching materials and possible stigmatisation as threats to the acceptability of the program. The results of the study support the acceptability of mindfulness programs in school settings, grounded in the unique perspective of the child.

John Dewey and the savage mind: uniting anthropological, psychological, and pedagogical thought, 1894-1902.

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Fallace, Thomas D

2008-01-01

In 1902 influential American philosopher John Dewey wrote a short essay on anthropolo-gists'view of the savage mind, arguing that it had had been unfairly dismissed as inchoate and incapable, when in fact the savage had much to teach scholars about the "present mind." The ideas presented in Dewey's essay were not only theoretical; they also served as the basis for his entire curriculum his famous laboratory school at the University of Chicago. Thus, the author argues that Dewey's pedagogical thought informed his anthropological thought, and vice versa.

Bringing back the body into the mind: gestures enhance word learning in foreign language.

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Macedonia, Manuela

2014-01-01

Foreign language education in the twenty-first century still teaches vocabulary mainly through reading and listening activities. This is due to the link between teaching practice and traditional philosophy of language, where language is considered to be an abstract phenomenon of the mind. However, a number of studies have shown that accompanying words or phrases of a foreign language with gestures leads to better memory results. In this paper, I review behavioral research on the positive effects of gestures on memory. Then I move to the factors that have been addressed as contributing to the effect, and I embed the reviewed evidence in the theoretical framework of embodiment. Finally, I argue that gestures accompanying foreign language vocabulary learning create embodied representations of those words. I conclude by advocating the use of gestures in future language education as a learning tool that enhances the mind.

Bringing back the body into the mind: Gestures enhance word learning in foreign language

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Manuela eMacedonia

2014-12-01

Full Text Available Foreign language education in the 21st century still teaches vocabulary mainly through reading and listening activities. This is due to the link between teaching practice and traditional philosophy of language, where language is considered to be an abstract phenomenon of the mind. However, a number of studies have shown that accompanying words or phrases of a foreign language with gestures leads to better memory results. In this paper, I review behavioral research on the positive effects of gestures on memory. Then I move to the factors that have been addressed as contributing to the effect, and I embed the reviewed evidence in the theoretical framework of embodiment. Finally, I argue that gestures accompanying foreign language vocabulary learning create embodied representations of those words. I conclude by advocating the use of gestures in future language education as a learning tool that enhances learning the mind.

Examining the effects of a mindfulness-based distance learning professional training module on personal and professional functioning: a qualitative study

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Simon Whitesman

2016-11-01

Full Text Available Abstract Background Training people to deliver mindfulness-based interventions (MBI is becoming an important activity as mindfulness has been shown to have clinical benefits across a variety of conditions. Training courses must not only address the principles, skills and theory of mindfulness, but the trainers themselves must be able to embody the practice. There is limited research on the ability of teachers-in-training to embody the practice as a result of teacher training programmes. This study explored the extent to which a short course enabled future teachers to embody mindfulness practice. This first module was part of a larger course of four modules to prepare future teachers of MBIs. Methods Qualitative data was obtained from 10 out of 35 end of course written assignments that asked respondents to reflect on their experience of mindfulness practice during the course. These were systematically selected and a focus group interview was also conducted with local participants. Data was analysed by means of the framework method and key themes identified. Results The combination of a retreat and on-line learning was perceived to be effective. Students reported significant changes in personal functioning as a result of daily mindfulness practice: self-awareness, improved relationships, enhanced connectedness, better self-regulation, enhanced compassion and curiosity towards self and others and self-acceptance. Participants began to introduce elements of mindfulness into their professional practice. Conclusions The first module of a post-graduate training programme for health professionals who want to teach MBIs successfully supported students to embody, explore and apply mindfulness in their lives. The integrated teaching modalities of residential retreat and distance-based on-line learning appeared effective.

Intercultural Encounters as a "Mind Body" Experience: A Case Study in Jerusalem

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Bar Shalom, Yehuda; Grebelsy-Lichtman, Tsfira; Alayan, Fatima

2018-01-01

This study presents new techniques for teaching diversity, when dealing with the challenges of multicultural society. We present a course model, which incorporates methods that have been developed by the Center for Mind-Body Medicine (CMBM), and continue to disclose and analyse some of the reactions and evaluations we received from the…

Implementing Mindfulness in the Mainstream: Making the Path by Walking It.

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Crane, Rebecca S

2017-01-01

There is expanding interest in mindfulness-based programs (MBPs) within the mainstream. While there are research gaps, there is empirical evidence for these developments. Implementing new evidence into practice is always complex and difficult. Particular complexities and tensions arise when implementing MBPs in the mainstream. MBPs are emerging out of the confluence of different epistemologies-contemplative teaching and practice, and contemporary Western empiricism and culture. In the process of navigating implementation and integrity, and developing a professional practice context for this emerging field, the diverse influences within this confluence need careful attention and thought. Both contemplative practices, and mainstream institutions and professional practice have well-developed ethical understandings and integrity. MBPs aim to balance fidelity to both. This includes the need to further develop skillful expressions of the underpinning theoretical and philosophical framework for MBPs; to sensitively work with the boundary between mainstream and religious mindfulness; to develop organizational structures which support governance and collaboration; to investigate teacher training, supervision models, and teaching competence; to develop consensus on the ethical frameworks on which mainstream MBPs rests; and to build understanding and work skillfully with barriers to access to MBPs. It is equally important to attend to how these developments are conducted. This includes the need to align with values integral to mindfulness, and to hold longer-term intentions and directions, while taking small, deliberate steps in each moment. The MBP field needs to establish itself as a new professional field and stand on its own integrity.

The mind and heart of the negotiator

CERN Document Server

Thompson, Leigh L

2015-01-01

For undergraduate and graduate-level business courses that cover the skills of negotiation. Delve into the mind and heart of the negotiator in order to enhance negotiation skills. The Mind and Heart of the Negotiator is dedicated to negotiators who want to improve their ability to negotiate-whether in multimillion-dollar business deals or personal interactions. This text provides an integrated view of what to do and what to avoid at the bargaining table, facilitated by an integration of theory, scientific research, and practical examples. This program will provide a better teaching and learning experience-for you and your students. Here's how: *Provide Students with Practical Real-World Examples: Each chapter opens with a case study that illustrates a real business situation.*Offer In-Depth Information on Business Negotiation Skills: This text provides practical take-away points for the manager and executive on integrative negotiation and contains a series of hands-on principles that have been proven to incre...

The scientifically substantiated art of teaching: A study in the development of standards in the new academic field of neuroeducation (mind, brain, and education science)

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Tokuhama-Espinosa, Tracey Noel

Concepts from neuroeducation, commonly referred in the popular press as "brain-based learning," have been applied indiscreetly and inconsistently to classroom teaching practices for many years. While standards exist in neurology, psychology and pedagogy, there are no agreed upon standards in their intersection, neuroeducation, and a formal bridge linking the fields is missing. This study used grounded theory development to determine the parameters of the emerging neuroeducational field based on a meta-analysis of the literature over the past 30 years, which included over 2,200 documents. This research results in a new model for neuroeducation. The design of the new model was followed by a Delphi survey of 20 international experts from six different countries that further refined the model contents over several months of reflection. Finally, the revised model was compared to existing information sources, including popular press, peer review journals, academic publications, teacher training textbooks and the Internet, to determine to what extent standards in neuroeducation are met in the current literature. This study determined that standards in the emerging field, now labeled Mind, Brain, and Education: The Science of Teaching and Learning after the Delphi rounds, are the union of standards in the parent fields of neuroscience, psychology, and education. Additionally, the Delphi expert panel agreed upon the goals of the new discipline, its history, the thought leaders, and a model for judging quality information. The study culminated in a new model of the academic discipline of Mind, Brain, and Education science, which explains the tenets, principles and instructional guidelines supported by the meta-analysis of the literature and the Delphi response.

Teaching Philosophy Statements

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Faryadi, Qais

2015-01-01

This article examines the rationale for my teaching philosophy. Using a personal perspective, I explain my objectives, mission, and vision in writing my philosophy of teaching statements. This article also creates a road map and reference points for educators who want to write their own teaching philosophy statements to help them make informed…

IMPLEMENTASI MODEL PEMBELAJARAN MIND MAP (PETA PIKIRAN) UNTUK MENINGKATKAN PRESTASI BELAJAR SISWA KELAS XII PADA MATA PELAJARAN RIAS WAJAH KHUSUS PROGRAM KEAHLIAN KECANTIKAN DI SMK NEGERI 27 JAKARTA PUSAT

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ARINDIKA, RUSY

2017-01-01

ABSTRACT   Rusy Arindika 2012. Implementation Of The Mind Map Learning For Improving Student Achievement Against Class XII On the Subject Special Makeup Courses Beauty Expertise at SMKN 27 Jakarta. Thesis. Jakarta : Makeup Course, Department of Family Welfare, Faculty of Engineering, State University of Jakarta. The research was conducted based on action research or action research, which consisted of two cycles, where the description on each cycle include: planning action, impl...

Evaluating In-Car Movements in the Design of Mindful Commute Interventions: Exploratory Study.

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Paredes, Pablo Enrique; Hamdan, Nur Al-Huda; Clark, Dav; Cai, Carrie; Ju, Wendy; Landay, James A

2017-12-04

The daily commute could be a right moment to teach drivers to use movement or breath towards improving their mental health. Long commutes, the relevance of transitioning from home to work, and vice versa and the privacy of commuting by car make the commute an ideal scenario and time to perform mindful exercises safely. Whereas driving safety is paramount, mindful exercises might help commuters decrease their daily stress while staying alert. Increasing vehicle automation may present new opportunities but also new challenges. This study aimed to explore the design space for movement-based mindful interventions for commuters. We used qualitative analysis of simulated driving experiences in combination with simple movements to obtain key design insights. We performed a semistructured viability assessment in 2 parts. First, a think-aloud technique was used to obtain information about a driving task. Drivers (N=12) were given simple instructions to complete movements (configural or breath-based) while engaged in either simple (highway) or complex (city) simulated urban driving tasks using autonomous and manual driving modes. Then, we performed a matching exercise where participants could experience vibrotactile patterns from the back of the car seat and map them to the prior movements. We report a summary of individual perceptions concerning different movements and vibrotactile patterns. Beside describing situations within a drive when it may be more likely to perform movement-based interventions, we also describe movements that may interfere with driving and those that may complement it well. Furthermore, we identify movements that could be conducive to a more relaxing commute and describe vibrotactile patterns that could guide such movements and exercises. We discuss implications for design such as the influence of driving modality on the adoption of movement, need for personal customization, the influence that social perception has on participants, and the potential

SPECIFICS OF IMPLEMENTING TECHNOLOGY OF ASSOCIATIVE TEACHING ENGLISH AT PRIMARY SCHOOL

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Iryna Lobachova

2016-11-01

Full Text Available The article deals with the problem of the application of the associative teaching technology at primary school and the peculiarities of its implementation in teaching English to primary schoolchildren. It is found out that the modern primary school student should be able to think creatively, to solve given tasks, find associative links between objects, and be able to intercultural communication. So, a teacher has to master the innovative teaching technologies that optimize and intensify the educational process to forming primary schoolchildren’s abilities of this kind. It is determined that the technology of associative teaching English to primary schoolchildren is one of the most effective technologies because it meets quite new goals and tasks of teaching foreign languages at primary school, age and individual characteristics, needs, and interests of primary schoolchildren. It is shown that the associative teaching technology is based on the principle of harmony with nature and it creates conditions that are close to life situations, makes learning the foreign language accessible and relaxed. Associative teaching a foreign language and its various aspects are performed in accordance with the primary schoolchildren’s individual characteristics. The psychological mechanism is very important in the organization of associative teaching; it is taken into account in teaching children of primary school because human beings think with images and words are sound images that allow you to express what a person sees, feels, and thinks. Associative teaching combines both verbal and non-verbal means of communication. Associative teaching contributes to learning a foreign language based on the child’s real actions in the form of the active actions with items in accordance with the human linguistic programme that defines phased sequence of the language development. An effective method of teaching a foreign language is a method of Mind Mapping, which

Academic Leadership and Teaching

DEFF Research Database (Denmark)

Boye, Anne Mette

2014-01-01

This article’s aim is to present a shift from a focus on the architectural education as consisting of teaching skills to an understanding of education as creating a state of mind. The core of this focus is the proposal that architecture can be seen as an agent for change. That it is possible to e...

[Acceptance and mindfulness-based cognitive-behavioral therapies].

Science.gov (United States)

Ngô, Thanh-Lan

2013-01-01

Cognitive behavioral therapy (CBT) is one of the main approaches in psychotherapy. It teaches the patient to examine the link between dysfunctional thoughts and maladaptive behaviors and to re- evaluate the cognitive biases involved in the maintenance of symptoms by using strategies such as guided discovery. CBT is constantly evolving in part to improve its' effectiveness and accessibility. Thus in the last decade, increasingly popular approaches based on mindfulness and acceptance have emerged. These therapies do not attempt to modify cognitions even when they are biased and dysfunctional but rather seek a change in the relationship between the individual and the symptoms. This article aims to present the historical context that has allowed the emergence of this trend, the points of convergence and divergence with traditional CBT as well as a brief presentation of the different therapies based on mindfulness meditation and acceptance. Hayes (2004) described three successive waves in behavior therapy, each characterized by "dominant assumptions, methods and goals": traditional behavior therapy, cognitive therapy and therapies based on mindfulness meditation and acceptance. The latter consider that human suffering occurs when the individual lives a restricted life in order avoid pain and immediate discomfort to the detriment of his global wellbeing. These therapies combine mindfulness, experiential, acceptance strategies with traditional behavior principles in order to attain lasting results. There are significant points of convergence between traditional CBT and therapies based on mindfulness meditation and acceptance. They are both empirically validated, based upon a theoretical model postulating that avoidance is key in the maintenance of psychopathology and they recommend an approach strategy in order to overcome the identified problem. They both use behavioral techniques in the context of a collaborative relationship in order to identify precise problems and to

Cognitive Mapping Techniques: Implications for Research in Engineering and Technology Education

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Dixon, Raymond A.; Lammi, Matthew

2014-01-01

The primary goal of this paper is to present the theoretical basis and application of two types of cognitive maps, concept map and mind map, and explain how they can be used by educational researchers in engineering design research. Cognitive mapping techniques can be useful to researchers as they study students' problem solving strategies…

ORIGINAL ARTICLE The Role of Semantic Mapping Strategy ...

African Journals Online (AJOL)

HP

mapping as vocabulary teaching/learning technique, but the control group did not receive this treatment ... to investigate the effect of semantic mapping vocabulary teaching technique in cultivating their word ..... Color Press. Margosein, C. M. et ...

Mapping Out Your Success: Using Mind Maps to Evaluate Youth Development Programs

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Mary Sara Wells

2009-06-01

Full Text Available A primary component of any youth program is documenting and promoting the results through evaluation. Frequently, however, administrators in youth development programs struggle to find meaningful ways of evaluating the impacts they have on the lives of youth. It is often difficult to capture the unique benefits these programs offer to participants, especially when traditional methods such as focus groups and interviews may be too time consuming and questionnaires may yield poor response rates. This article presents a creative form of evaluation targeted at demonstrating the success of programs in outcomes that are historically more difficult to measure. A “mind map” is designed to be a pictorial representation of the impact of programs in areas such as connections to community organization and adult role models. Employing this technique can enable administrators in youth development programs to demonstrate to stakeholders the benefits they provide in a non-traditional, but highly effective, way.

Mindfulness for group facilitation

DEFF Research Database (Denmark)

Adriansen, Hanne Kirstine; Krohn, Simon

2014-01-01

In this paper, we argue that mindfulness techniques can be used for enhancing the outcome of group performance. The word mindfulness has different connotations in the academic literature. Broadly speaking there is ‘mindfulness without meditation’ or ‘Western’ mindfulness which involves active...... thinking and ‘Eastern’ mindfulness which refers to an open, accepting state of mind, as intended with Buddhist-inspired techniques such as meditation. In this paper, we are interested in the latter type of mindfulness and demonstrate how Eastern mindfulness techniques can be used as a tool for facilitation....... A brief introduction to the physiology and philosophy of Eastern mindfulness constitutes the basis for the arguments of the effect of mindfulness techniques. The use of mindfulness techniques for group facilitation is novel as it changes the focus from individuals’ mindfulness practice...

The MIND PALACE: A Multi-Spectral Imaging and Spectroscopy Database for Planetary Science

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Eshelman, E.; Doloboff, I.; Hara, E. K.; Uckert, K.; Sapers, H. M.; Abbey, W.; Beegle, L. W.; Bhartia, R.

2017-12-01

The Multi-Instrument Database (MIND) is the web-based home to a well-characterized set of analytical data collected by a suite of deep-UV fluorescence/Raman instruments built at the Jet Propulsion Laboratory (JPL). Samples derive from a growing body of planetary surface analogs, mineral and microbial standards, meteorites, spacecraft materials, and other astrobiologically relevant materials. In addition to deep-UV spectroscopy, datasets stored in MIND are obtained from a variety of analytical techniques obtained over multiple spatial and spectral scales including electron microscopy, optical microscopy, infrared spectroscopy, X-ray fluorescence, and direct fluorescence imaging. Multivariate statistical analysis techniques, primarily Principal Component Analysis (PCA), are used to guide interpretation of these large multi-analytical spectral datasets. Spatial co-referencing of integrated spectral/visual maps is performed using QGIS (geographic information system software). Georeferencing techniques transform individual instrument data maps into a layered co-registered data cube for analysis across spectral and spatial scales. The body of data in MIND is intended to serve as a permanent, reliable, and expanding database of deep-UV spectroscopy datasets generated by this unique suite of JPL-based instruments on samples of broad planetary science interest.

Feasibility, Acceptability, and Clinical Trends of a Mindfulness-Informed Child Welfare Intervention: Implications for Trauma-Focused Practice

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Samantha M. Brown

2017-09-01

Full Text Available Exposure to stress and early life trauma have been linked to child maltreatment and parental substance misuse. These issues often co-occur, yet few child welfare services target their shared underlying causes in a single intervention. Teaching mindfulness-informed strategies to substance-misusing families in the child welfare system may be one promising trauma-informed approach. As part of a larger pilot study testing the initial efficacy of a mindfulness-informed intervention for parents in public child welfare, this study explored the feasibility, acceptability, and clinical trends of the intervention using weekly reports of stress, coping, and mindfulness. Findings show support for the feasibility and acceptability of the intervention as well as positive responses to the intervention on measures of stress and mindfulness. However, the impact of the intervention varied with regard to improving weekly coping among participants. Implications for the integration of mindfulness into child welfare practice as a trauma-informed approach are discussed.

The effects of two secondary science teacher education program structures on teachers' habits of mind and action

Science.gov (United States)

Bergman, Daniel Jay

2007-12-01

This study investigated the effects of the Iowa State University Secondary Science Teacher Education Program (ISU SSTEP) on the educational goals and habits of mind exhibited by its graduates. Ten teachers from ISU SSTEP participated in the study---five from the former program featuring one semester of science teaching methods, five from the current program featuring three semesters of science teaching methods (four for the graduate certification consortium). A naturalistic inquiry research approach included the following methods used with each teacher: three classroom observations, classroom artifact analysis, teacher questionnaires and semi-structured interviews, and questionnaires for students about perceived emphasis of educational goals. Evidence exists that graduates from the current ISU SSTEP format exhibited a closer match to the educational goals promoted, modeled, and advocated by the science teaching methods faculty. Graduates from the current ISU SSTEP also exhibited a closer match to the habits of mind---understanding, action, reflection, action plan for improvement---promoted and modeled by the program. This study has implications for other secondary science teacher education programs, particularly increasing the number of science teaching methods courses; teaching meaningful content of both concepts and skills through a research-based framework; modeling the appropriate teacher behaviors, strategies, habits, and goal promotion by methods instructors; and addressing issues of institutional constraints experienced by future teachers.

Medicine for the wandering mind: mind wandering in medical practice.

Science.gov (United States)

Smallwood, Jonathan; Mrazek, Michael D; Schooler, Jonathan W

2011-11-01

Mind wandering--defined as a cognitive focus on information that is unrelated to immediate sensory input or the task at hand--is a ubiquitous characteristic of the human condition. When it occurs, the integrity of a wide range of cognitive skills can be compromised. The current paper describes the phenomenon of mind wandering, explores its potential role in medical practice and considers how the education system may profitably control this ubiquitous cognitive state. We argue that because many aspects of a medical professional's work (such as fatigue and depression) maximise the mind's tendency to wander, this experience is likely to be a common occurrence in many medical situations. We then review the psychological literature on mind wandering as it relates to medical practice. Based on this review, we suggest that because mind wandering interferes with an individual's ability to integrate current events into a more general context, its occurrence may lead to downstream problems in the way that symptoms are interpreted and treated. Finally, because the experience of mind wandering is often both difficult to control and hard to recognise, it is difficult to prevent. We argue that techniques that help individuals to become more mindful have the potential to ameliorate the cost of mind wandering to the medical profession. Given the ubiquitous nature of the experience of mind wandering, the integration of mindfulness training into medical education programmes could be of general benefit to society at large. © Blackwell Publishing Ltd 2011.

Clinical Hypnosis, an Effective Mind-Body Modality for Adolescents with Behavioral and Physical Complaints.

Science.gov (United States)

Sawni, Anju; Breuner, Cora Collette

2017-03-24

Mind-body medicine is a system of health practices that includes meditation/relaxation training, guided imagery, hypnosis, biofeedback, yoga, art/music therapy, prayer, t'ai chi, and psychological therapies such as cognitive behavioral therapy. Clinical hypnosis is an important mind-body tool that serves as an adjunct to conventional medical care for the adolescent patient. Clinical hypnosis specifically uses self-directed therapeutic suggestions to cultivate the imagination and facilitate the mind-body connection, leading to positive emotional and physical well-being. There are many similarities between clinical hypnosis and other mind-body/self-regulatory modalities such as visual imagery, mindfulness meditation, yoga, and biofeedback that incorporate experiential learning and mechanisms for change. They may be viewed as subtypes of the hypnotic experience and share the common experience of trance as the entrée into self-empowered change in physiologic and psychological states. Clinical hypnosis can be used by health care providers to teach adolescents coping skills to deal with a wide variety of conditions such as chronic headaches, recurrent abdominal pain, anxiety, depression, grief and bereavement, phobias, anger, family stressors, sleep disorders, or enuresis. Clinical vignettes are given to help illustrate the effectiveness of hypnosis in adolescents.

Mind Wandering "Ahas" versus Mindful Reasoning: Alternative Routes to Creative Solutions

Directory of Open Access Journals (Sweden)

Claire M Zedelius

2015-06-01

Full Text Available Based on mixed results linking both mindfulness and its opposing construct mind wandering to enhanced creativity, we predicted that the relationship between mindfulness and creativity might depend on whether creative problems are approached through analytic strategy or through insight (i.e., sudden awareness of a solution. Study 1 investigated the relationship between trait mindfulness and compound remote associates problem solving as a function of participants’ self-reported approach to each problem. The results revealed a negative relationship between mindfulness and problem-solving overall. However, more detailed analysis revealed that mindfulness was associated with impaired problem solving when approaching problems with insight, but increased problem solving when using analysis. In Study 2, we manipulated participants’ problem-solving approach through instructions. We again found a negative relationship between mindfulness and creative performance in general, however, more mindful participants again performed better when instructed to approach problems analytically.

The Effect of Concept Mapping and Problem Solving Teaching Strategies on Achievement in Biology among Nigerian Secondary School Students

Science.gov (United States)

Okoye, Nnamdi S.; Okechukwu, Rose N.

2010-01-01

The study examined the effect of concept-mapping and problem-solving teaching strategies on achievement in biology among Nigerian secondary school students. The method used for the study was a quasi-experimental pre-test treatment design. One hundred and thirteen senior secondary three (S.S. 111) students randomly selected from three mixed…

"I understand why people need to ease their emotions": Exploring mindfulness and emotions in a conceptual physics classroom of an elementary teacher education program

Science.gov (United States)

Powietrzyńska, Małgorzata; Gangji, Al-Karim H.

2016-09-01

In this manuscript we bring to focus student perceptions of salience (or lack of thereof) of emotions in the undergraduate conceptual physics course (in the teacher education program) and their relevance to teaching and learning. Our analysis of student responses to the Mindfulness in Education Heuristic constitutes a feedback loop affording the teacher reflection over his instructional practices. Hence, we ponder pedagogical tools employed by the class instructor (second author) that students identify as evoking emotional responses (both positive and negative). Furthermore, we highlight this teacher's dispositions and his value system (axiology) that appear to bring to balance his passion for science (understood in a traditional Western way as a canon-based epistemology) and his approach to teaching that is driven by compassion towards his students many of whom perceive physics as challenging. We argue that adopting mindful disposition affords engaging in practices that assist in regulating emotions and attention that mediate learning of canonical science content. Likewise, we maintain that the instructor and his mindfulness-driven practices become a model to be replicated in his students' future careers. In such context, mindfulness may be perceived as part of what is referred to as a hidden curriculum. It is our position, however, that the science classroom is a site where wellness-promoting practices (such as mindfulness) should receive an overt attention by becoming science content to be learned and practiced by all citizens throughout everyday life thus contributing to its improved quality. In recognizing that such position may be challenging to adopt by science educators, we present the way the second author has been grappling with reframing his thinking around teaching science. We encourage educators to utilize heuristic methodology towards reflecting on and informing their practice and as one way of exposing their students to social constructs such as

Mindfulness Plus Reflection Training: Effects on Executive Function in Early Childhood

Directory of Open Access Journals (Sweden)

Philip David Zelazo

2018-02-01

Full Text Available Executive function (EF skills are essential for academic achievement, and poverty-related stress interferes with their development. This pre-test, post-test, follow-up randomized-control trial assessed the impact of an intervention targeting reflection and stress reduction on children's EF skills. Preschool children (N = 218 from schools serving low-income families in two U.S. cities were randomly assigned to one of three options delivered in 30 small-group sessions over 6 weeks: Mindfulness + Reflection training; Literacy training; or Business as Usual (BAU. Sessions were conducted by local teachers trained in a literacy curriculum or Mindfulness + Reflection intervention, which involved calming activities and games that provided opportunities to practice reflection in the context of goal-directed problem solving. EF improved in all groups, but planned contrasts indicated that the Mindfulness + Reflection group significantly outperformed the BAU group at Follow-up (4 weeks post-test. No differences in EF were observed between the BAU and Literacy training groups. Results suggest that a brief, small-group, school-based intervention teaching mindfulness and reflection did not improve EF skills more than literacy training but is promising compared to BAU for improving EF in low-income preschool children several weeks following the intervention.

Map as a tool for independent learning in geography teaching

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Živković Ljiljana

2012-01-01

Full Text Available There are different views on self-regulation in the learning process, how it has to be monitored, controlled, which are the circumstances and external factors that affect independent learning. Dominant are the opinions in which the self-regulation is treated as interaction of processes related to the personality, behavioural and contextual processes. Special attention has been given to motivational strategies and students’ desire to focus on goals. By enabling students to make decisions, set their own goals, make a choice, plan and organize activities, the development of self-learning and student autonomy is being encouraged. If students are given the opportunity of independent activities, effect of self-control in the process of learning and self-regulation becomes more pronounced. The paper will explain the factors that influence the process of self-learning that takes place in regular teaching with the help of map as the basic geographic media. [Projekat Ministarstva nauke Republike Srbije, br. 17008

The challenges of neural mind-reading paradigms

OpenAIRE

Vilarroya, Oscar

2013-01-01

Neural mind-reading studies, based on multivariate pattern analysis (MVPA) methods, are providing exciting new studies. Some of the results obtained with these paradigms have raised high expectations, such as the possibility of creating brain reading devices. However, such hopes are based on the assumptions that: (a) the BOLD signal is a marker of neural activity; (b) the BOLD pattern identified by a MVPA is a neurally sound pattern; (c) the MVPA's feature space is a good mapping of the neura...

Exploring teacher's perceptions of concept mapping as a teaching strategy in science: An action research approach

Science.gov (United States)

Marks Krpan, Catherine Anne

In order to promote science literacy in the classroom, students need opportunities in which they can personalize their understanding of the concepts they are learning. Current literature supports the use of concept maps in enabling students to make personal connections in their learning of science. Because they involve creating explicit connections between concepts, concept maps can assist students in developing metacognitive strategies and assist educators in identifying misconceptions in students' thinking. The literature also notes that concept maps can improve student achievement and recall. Much of the current literature focuses primarily on concept mapping at the secondary and university levels, with limited focus on the elementary panel. The research rarely considers teachers' thoughts and ideas about the concept mapping process. In order to effectively explore concept mapping from the perspective of elementary teachers, I felt that an action research approach would be appropriate. Action research enabled educators to debate issues about concept mapping and test out ideas in their classrooms. It also afforded the participants opportunities to explore their own thinking, reflect on their personal journeys as educators and play an active role in their professional development. In an effort to explore concept mapping from the perspective of elementary educators, an action research group of 5 educators and myself was established and met regularly from September 1999 until June 2000. All of the educators taught in the Toronto area. These teachers were interested in exploring how concept mapping could be used as a learning tool in their science classrooms. In summary, this study explores the journey of five educators and myself as we engaged in collaborative action research. This study sets out to: (1) Explore how educators believe concept mapping can facilitate teaching and student learning in the science classroom. (2) Explore how educators implement concept

A Mind of Three Minds: Evolution of the Human Brain

Science.gov (United States)

MacLean, Paul D.

1978-01-01

The author examines the evolutionary and neural roots of a triune intelligence comprised of a primal mind, an emotional mind, and a rational mind. A simple brain model and some definitions of unfamiliar behavioral terms are included. (Author/MA)

The External Mind

DEFF Research Database (Denmark)

, Extended Mind and Distributed Cognition by Claudio Paolucci pp. 69-96 The Social Horizon of Embodied Language and Material Symbols by Riccardo Fusaroli pp. 97-123 Semiotics and Theories of Situated/Distributed Action and Cognition: a Dialogue and Many Intersections by Tommaso Granelli pp. 125-167 Building......The External Mind: an Introduction by Riccardo Fusaroli, Claudio Paolucci pp. 3-31 The sign of the Hand: Symbolic Practices and the Extended Mind by Massimiliano Cappuccio, Michael Wheeler pp. 33-55 The Overextended Mind by Shaun Gallagher pp. 57-68 The "External Mind": Semiotics, Pragmatism...

Real time curriculum map for internal medicine residency

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Roberts J Mark

2007-11-01

Full Text Available Abstract Background To manage the voluminous formal curriculum content in a limited amount of structured teaching time, we describe the development and evaluation of a curriculum map for academic half days (AHD in a core internal medicine residency program. Methods We created a 3-year cyclical curriculum map (an educational tool combining the content, methodology and timetabling of structured teaching, comprising a matrix of topics under various specialties/themes and corresponding AHD hours. All topics were cross-matched against the ACP-ASIM in-training examination, and all hours were colour coded based on the categories of core competencies. Residents regularly updated the map on a real time basis. Results There were 208 topics covered in 283 AHD hours. All topics represented core competencies with minimal duplication (78% covered once in 3 years. Only 42 hours (15% involved non-didactic teaching, which increased after implementation of the map (18–19 hours/year versus baseline 5 hours/year. Most AHD hours (78% focused on medical expert competencies. Resident satisfaction (90% response was high throughout (range 3.64 ± 0.21, 3.84 ± 0.14 out of 4, which improved after 1 year but returned to baseline after 2 years. Conclusion We developed and implemented an internal medicine curriculum map based on real time resident input, with minimal topic duplication and high resident satisfaction. The map provided an opportunity to balance didactic versus non-didactic teaching, and teaching on medical versus non medical expert topics.

Ripple Effect Mapping: A "Radiant" Way to Capture Program Impacts

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Kollock, Debra Hansen; Flage, Lynette; Chazdon, Scott; Paine, Nathan; Higgins, Lorie

2012-01-01

Learn more about a promising follow-up, participatory group process designed to document the results of Extension educational efforts within complex, real-life settings. The method, known as Ripple Effect Mapping, uses elements of Appreciative Inquiry, mind mapping, and qualitative data analysis to engage program participants and other community…

"Mind the trap": mindfulness practice reduces cognitive rigidity.

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Jonathan Greenberg

Full Text Available Two experiments examined the relation between mindfulness practice and cognitive rigidity by using a variation of the Einstellung water jar task. Participants were required to use three hypothetical jars to obtain a specific amount of water. Initial problems were solvable by the same complex formula, but in later problems ("critical" or "trap" problems solving was possible by an additional much simpler formula. A rigidity score was compiled through perseverance of the complex formula. In Experiment 1, experienced mindfulness meditators received significantly lower rigidity scores than non-meditators who had registered for their first meditation retreat. Similar results were obtained in randomized controlled Experiment 2 comparing non-meditators who underwent an eight meeting mindfulness program with a waiting list group. The authors conclude that mindfulness meditation reduces cognitive rigidity via the tendency to be "blinded" by experience. Results are discussed in light of the benefits of mindfulness practice regarding a reduced tendency to overlook novel and adaptive ways of responding due to past experience, both in and out of the clinical setting.

Skills Development, Habits of Mind, and the Spiral Curriculum: A Dialectical Approach to Undergraduate General Education Curriculum Mapping

Science.gov (United States)

Murray, Jeffrey W.

2016-01-01

This essay seeks to contribute to growing discussion concerning the need for more intentional inclusion of habits of mind in curriculum development, particularly in undergraduate general education, and to fuel an examination of the "dialectical" relationship between skills development and the development of habits of mind. The essay…

Does mindfulness matter? Everyday mindfulness, mindful eating and self-reported serving size of energy dense foods among a sample of South Australian adults.

Science.gov (United States)

Beshara, Monica; Hutchinson, Amanda D; Wilson, Carlene

2013-08-01

Serving size is a modifiable determinant of energy consumption, and an important factor to address in the prevention and treatment of obesity. The present study tested an hypothesised negative association between individuals' everyday mindfulness and self-reported serving size of energy dense foods. The mediating role of mindful eating was also explored. A community sample of 171 South Australian adults completed self-report measures of everyday mindfulness and mindful eating. The dependent measure was participants' self-reported average serving size of energy dense foods consumed in the preceding week. Participants who reported higher levels of everyday mindfulness were more mindful eaters (r=0.41, pMindful eating fully mediated the negative association between everyday mindfulness and serving size. The domains of mindful eating most relevant to serving size included emotional and disinhibited eating. Results suggest that mindful eating may have a greater influence on serving size than daily mindfulness. Copyright © 2013 Elsevier Ltd. All rights reserved.

The Politics of Mindfulness. A Response to "Mindfulness, Democracy, Education"

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Comstock, Patrick W.

2015-01-01

Mindfulness is rapidly becoming a mainstream educational intervention. A growing number of schools, colleges, and universities are incorporating mindfulness into the curriculum, and while there is a substantial body of research literature in psychology attesting to the mental and physical benefits of mindfulness, critics of the movement have…

Competences for science teaching at the 21st century

OpenAIRE

Sá, Patrícia; Paixão, Fátima

2016-01-01

This study presents a contribution to the conceptual and terminological clarification of the concept of teaching competence, as well as for the identification of a competencial framework of competences for science teaching at a primary education level, having in mind educating citizens for the 21st century as scientific literates. The proposed framework was developed based on an intensive literature review and on the contributions emerging from a shared reflection between researchers in scien...

Effectiveness of Mindfulness Intervention in Reducing Stress and Burnout for Mental Health Professionals in Singapore.

Science.gov (United States)

Suyi, Yang; Meredith, Pamela; Khan, Asaduzzaman

Stress and burnout have been shown to be a concern among mental health professionals in several countries including Singapore, and can affect quality of care and staff turnover. The aim of this study was to examine the effectiveness of a mindfulness program in increasing mindfulness and compassion, and reducing stress and burnout, among mental health professionals in Singapore. The study utilized data from a prospective pre-post study design with follow-up. A total of 37 mental health professionals participated in the program, which was conducted in three cohorts over nine months. The program consisted of six, two-hour sessions offered once a week over six weeks, and used a range of mindfulness techniques to teach participants to cultivate compassionate and non-judgemental attitudes toward their inner experiences. Data were collected at three stages: pre- and post-intervention, and three months follow-up. Assessments considered mindfulness (five facets mindfulness questionnaire), compassion (self-compassion scale-SF and compassion scale), stress (perceived stress scale-10), and burnout (Oldenburg Burnout inventory). Participants demonstrated significant improvement in four of the five mindfulness facets (observe, describe, non-judge, and non-react) and in compassion levels, and a significant reduction in stress, following intervention. The gains in mindfulness and self-compassion scores were maintained at three months follow-up. No change was observed for burnout variables. Results suggest that mindfulness training was effective in reducing stress and improving mindfulness and compassion, but not decreasing burnout, for this group of mental health professionals in Singapore. Future experimental research with larger samples is warranted to validate the findings of the present study. Copyright © 2017 Elsevier Inc. All rights reserved.

Mindfulness Meditation Training for Attention-Deficit/Hyperactivity Disorder in Adulthood: Current Empirical Support, Treatment Overview, and Future Directions

Science.gov (United States)

Mitchell, John T.; Zylowska, Lidia; Kollins, Scott H.

2015-01-01

Research examining nonpharmacological interventions for adults diagnosed with attention-deficit/hyperactivity disorder (ADHD) has expanded in recent years and provides patients with more treatment options. Mindfulness-based training is an example of an intervention that is gaining promising preliminary empirical support and is increasingly administered in clinical settings. The aim of this review is to provide a rationale for the application of mindfulness to individuals diagnosed with ADHD, describe the current state of the empirical basis for mindfulness training in ADHD, and summarize a treatment approach specific to adults diagnosed with ADHD: the Mindful Awareness Practices (MAPs) for ADHD Program. Two case study examples are provided to demonstrate relevant clinical issues for practitioners interested in this approach. Directions for future research, including mindfulness meditation as a standalone treatment and as a complementary approach to cognitive-behavioral therapy, are provided. PMID:25908900

Can mind-wandering be timeless? Atemporal focus and aging in mind-wandering paradigms

Directory of Open Access Journals (Sweden)

Jonathan David Jackson

2013-10-01

Full Text Available Recent research has examined how often mind-wandering occurs about past versus future events. However, mind-wandering may also be atemporal, although previous investigations of this possibility have not yielded consistent results. Indeed, it is unclear what proportion of mind-wandering is atemporal, and also how an atemporal response option would affect the future oriented bias often reported during low-demand tasks used to measure mind-wandering. The present study examined self-reported (Experiment 1 and probe-caught (Experiment 2 mind-wandering using the low-demand Sustained Attention to Response Task (SART in younger (18-30 and older (50-73 adults in an experimental paradigm developed to measure mind-wandering in a sample using Amazon’s Mechanical Turk. Across self-reported and probe-caught mind-wandering, the atemporal response option was used at least as frequently as past or future mind-wandering options. Although older adults reported far fewer mind-wandering events, they showed a very similar temporal pattern to younger adults. Most importantly, inclusion of the atemporal report option affected performance on the SART and selectively eliminated the prospective bias in self-reported mind-wandering, but not in probe-caught mind-wandering. These results suggest that both young and older participants are often not thinking of past or future events when mind-wandering, but are thinking of events that cannot easily be categorized as either.

Mapping the HISS Dipole

International Nuclear Information System (INIS)

McParland, C.; Bieser, F.

1984-01-01

The principal component of the Bevalac HISS facility is a large super-conducting 3 Tesla dipole. The facility's need for a large magnetic volume spectrometer resulted in a large gap geometry - a 2 meter pole tip diameter and a 1 meter pole gap. Obviously, the field required detailed mapping for effective use as a spectrometer. The mapping device was designed with several major features in mind. The device would measure field values on a grid which described a closed rectangular solid. The grid would be a regular with the exact measurement intervals adjustable by software. The device would function unattended over the long period of time required to complete a field map. During this time, the progress of the map could be monitored by anyone with access to the HISS VAX computer. Details of the mechanical, electrical, and control design follow

Globes, Maps, Photographs: Geographic Tools.

Science.gov (United States)

McDermott, Paul D.; And Others

This compilation of reprinted articles that originally appeared in the Journal of Geography from September 1969 through the May 1970 issues, is intended to help teachers use globes, maps, and photographs with skill and understanding. The articles were designed with several objectives in mind: 1) to provide information regarding the design,…

The teaching theory of Montaigne

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José PENALVA BUITRAGO

2013-11-01

Full Text Available This article seeks to articulate the teaching theory of Montaigne. The core idea is that Montaigne’s thought, founded on formation classical ideal, is based on basic belief about the confidence in man, confidence in humanity possibilities to release from the weakness and frauds of the mind, to be a real man. The author develops the idea along these three lines: firstly, anthropology theory that inspires the educational theory of Montaigne; secondly, the anthropology values that we need to became a real man; and thirdly, the teaching process and the relationship with the teacher. Finally, in conclusion, the author shows a articulation of the tea- ching theory.

Mindfulness

DEFF Research Database (Denmark)

Agger Nielsen, Jeppe; Nielsen, Charlotte Agger

2013-01-01

Mindfulness har de senere år budt sig til som effektiv hjælp til selvhjælp for fortravlede ledere og professionelle. Men er meditationsøvelser og forsøg på at finde indre ”zen”-ro overhovedet lederens anstrengelser værd? Denne artikel diskuterer effekterne af mindfulness og giver ordet til såvel...

A Critique of Recent Trends in EFL Teaching.

Science.gov (United States)

Newman, Marianne

1997-01-01

English-as-a-foreign-language (EFL) teachers should not reject traditional methods of imparting knowledge. Storytelling, repetition through chanting, memorizing, and logical analysis all have a place in EFL instruction alongside contemporary approaches. Each child has a different mind and deserves to be taught appropriately. Whole brain teaching,…

Why I teach the controversy: Using creationism to teach critical thinking

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P. Lynne eHoney

2015-06-01

Full Text Available Creationism and intelligent design are terms used to describe supernatural explanations for the origin of life, and the diversity of species on this planet. Many scientists have argued that the science classroom is no place for discussion of creationism. When I began teaching I did not teach creationism, as I focused instead on my areas of expertise. Over time it became clear that students had questions about creationism, and did not understand the difference between a scientific approach to knowledge and non-scientific approaches. This led me to wonder whether ignoring supernatural views allowed them to remain as viable ‘alternatives’ to scientific hypotheses, in the minds of students. Also, a psychology class is an ideal place to discuss not only the scientific method but also the cognitive errors associated with non-science views. I began to explain creationism in my classes, and to model the scientific thought process that leads to a rejection of creationism. My approach is consistent with research that demonstrates that teaching content alone is insufficient for students to develop critical thinking and my admittedly anecdotal experience leads me to conclude that ‘teaching the controversy’ has benefits for science students.

Using Playground Maps for Movement

Science.gov (United States)

Colvin, A. Vonnie

2016-01-01

Many schools now decorate their outside hard surface areas with maps. These maps provide color and excitement to a playground and are a terrific teaching tool for geography. But these maps can easily be integrated into physical education as well to promote both physical activity as well as knowledge of geography. The purpose of this article is to…

Schizotypy and mindfulness: Magical thinking without suspiciousness characterizes mindfulness meditators

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Elena Antonova

2016-09-01

Full Text Available Despite growing evidence for demonstrated efficacy of mindfulness in various disorders, there is a continuous concern about the relationship between mindfulness practice and psychosis. As schizotypy is part of the psychosis spectrum, we examined the relationship between long-term mindfulness practice and schizotypy in two independent studies. Study 1 included 24 experienced mindfulness practitioners (19 males from the Buddhist tradition (meditators and 24 meditation-naïve individuals (all males. Study 2 consisted of 28 meditators and 28 meditation-naïve individuals (all males. All participants completed the Schizotypal Personality Questionnaire (Raine, 1991, a self-report scale containing 9 subscales (ideas of reference, excessive social anxiety, magical thinking, unusual perceptual experiences, odd/eccentric behavior, no close friends, odd speech, constricted affect, suspiciousness. Participants of study 2 also completed the Five-Facet Mindfulness Questionnaire which assesses observing (Observe, describing (Describe, acting with awareness (Awareness, non-judging of (Non-judgment and non-reactivity to inner experience (Non-reactivity facets of trait mindfulness. In both studies, meditators scored significantly lower on suspiciousness and higher on magical thinking compared to meditation-naïve individuals and showed a trend towards lower scores on excessive social anxiety. Excessive social anxiety correlated negatively with Awareness and Non-judgment; and suspiciousness with Awareness, Non-judgment and Non-reactivity facets across both groups. The two groups did not differ in their total schizotypy score. We conclude that mindfulness practice is not associated with an overall increase in schizotypal traits. Instead, the pattern suggests that mindfulness meditation, particularly with an emphasis on the Awareness, Non-judgment and Non-reactivity aspects, may help to reduce suspiciousness and excessive social anxiety.

Does Parental Mind-Mindedness Account for Cross-Cultural Differences in Preschoolers' Theory of Mind?

Science.gov (United States)

Hughes, Claire; Devine, Rory T; Wang, Zhenlin

2017-02-03

This study of 241 parent-child dyads from the United Kingdom (N = 120, M age  = 3.92, SD = 0.53) and Hong Kong (N = 121, M age  = 3.99, SD = 0.50) breaks new ground by adopting a cross-cultural approach to investigate children's theory of mind and parental mind-mindedness. Relative to the Hong Kong sample, U.K. children showed superior theory-of-mind performance and U.K. parents showed greater levels of mind-mindedness. Within both cultures parental mind-mindedness was correlated with theory of mind. Mind-mindedness also accounted for cultural differences in preschoolers' theory of mind. We argue that children's family environments might shed light on how culture shapes children's theory of mind. © 2017 The Authors. Child Development published by Wiley Periodicals, Inc. on behalf of Society for Research in Child Development.

Mindfulness og mental sundhed

DEFF Research Database (Denmark)

Wistoft, Karen

2011-01-01

Mindfulness is a way to practice 'healthy mindedness' – a form of self help that has been the subject for research and development of a number of new significant self-technologies, therapy and meditation treatment methods. To be mindful can help people to feel more relaxed (serenity) and fully...... alive. The article aims at describing realistic expectations to the contribution of mindfulness to health education work in the field of mental health. The article discuss ways in which mindfulnesss is connected with established health education in the mental health promotion field, and ways in which...... mindfulness breaks with established health education. Interest in utilising mindfulness and mindfulness-inspired methods in health-education intervention has increased in recent years. Mindfulness is seen here as an answer to how to achieve more accepting presence, and thereby a healthier mental life...

Mind over matter? I: philosophical aspects of the mind-brain problem.

Science.gov (United States)

Schimmel, P

2001-08-01

To conceptualize the essence of the mind-body or mind-brain problem as one of metaphysics rather than science, and to propose a formulation of the problem in the context of current scientific knowledge and its limitations. The background and conceptual parameters of the mind-body problem are delineated, and the limitations of brain research in formulating a solution identified. The problem is reformulated and stated in terms of two propositions. These constitute a 'double aspect theory'. The problem appears to arise as a consequence of the conceptual limitations of the human mind, and hence remains essentially a metaphysical one. A 'double aspect theory' recognizes the essential unity of mind and brain, while remaining consistent with the dualism inherent in human experience.

Mindfully Green and Healthy: An Indirect Path from Mindfulness to Ecological Behavior

Directory of Open Access Journals (Sweden)

Sonja M. Geiger

2018-01-01

Full Text Available This paper examines the nature of the link between mindfulness and ecological behavior. Based on the notion that mindfulness incorporates heightened awareness of bodily sensations, we suggest an indirect path from mindfulness to ecological behavior that is mediated through individual health behavior, such as improved nutrition and increased exercise. This indirect path is corroborated with two online studies (n = 147/n = 239 where mindfulness, personal health behavior and ecological behavior were assessed. We conclude that increased mindful awareness of momentary experience indeed favors more healthy lifestyles, which in turn relate to increased ecological behavior beyond personal health benefits. The findings support an agreeableness of personal and planetary health behavior and open up a path for environmental educational interventions based on mindfulness practices and personal health gains.

The Effect of Computer Assisted Mind Mapping on Students’ Academic Achievement, Attitudes and Retention in Science and Technology Course

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Mehmet Nuri GÖMLEKSİZ

2013-12-01

Full Text Available This study aims at determining the effects of computer assisted mind mapping (CAMM technique on students’ academic achievement, attitudes and retention in Science and Technology course. Mixed-method research design which included both quantitative and qualitative methods was used in the study. Pretest-posttest control group experimental design, interview and observation techniques were used. The study included one experimental (N:36 one control group (N:32. The study was conducted on seventh grade students at an elementary school in 2011-2012 academic year. While experimental group used CAMM technique, control group used traditional method. The achievement test, administered as a pre-, post- and delayed post-test, included 34 questions. The mean difficulty of the test was calculated to be .54 and KR-20 reliability coefficient was measured to be .73. To determine students' attitudes towards Science and Technology course, a 20-item five-point Likert-style attitude scale (α: .89 developed by Akınoğlu (2001 was used. The results revealed that CAMM technique had a positive effect on students’ achievement and attitudes towards learning science and technology

Teaching and investigating the use of Concept Maps as educational resource facilitator of meaningful learning for natural sciences in elementary education.

Directory of Open Access Journals (Sweden)

Felipa Pacífico Ribeiro de Assis Silveira

2014-12-01

Full Text Available The study tried to answer questions pertinent to the use of concept maps (CM as a teaching resource facilitator of meaningful learning of scientific concepts of Natural Sciences, in the classroom of elementary school. To answer the questions and insert the MC in the classroom every day, we adopted the interdependence between the process of learning, teaching and investigation. To ensure a triadic relationship, outline an intervention / investigation with theoretical and methodological support in quantitative and qualitative approach. The teaching and learning were secured from a teaching strategy, able to share and negotiate concepts relevant to the field of education, enabling students move beyond their existing knowledge, ensuring the data of research about the effects of MC in learning of the groups investigated. The MC was defined as a teaching resource potential for this level of education and principles of the Theory of Meaningful Learning that supports it. It was evident the recursive procedural character inherent in meaningful learning as using the MC as a teaching resource in the construction of scientific knowledge of Natural Sciences, the occurrence of learning of the groups using the MC and its validation in the presence of students of final grades of elementary school.

Dispositional mindfulness and the wandering mind: Implications for attentional control in older adults.

Science.gov (United States)

Fountain-Zaragoza, Stephanie; Londerée, Allison; Whitmoyer, Patrick; Prakash, Ruchika Shaurya

2016-08-01

Age-related cognitive decline brings decreases in functional status. Dispositional mindfulness, the tendency towards present-moment attention, is hypothesized to correspond with enhanced attention, whereas mind-wandering may be detrimental to cognition. The relationships among mindfulness, task-related and task-unrelated thought, and attentional control performance on Go/No-Go and Continuous Performance tasks were examined in older adults. Dispositional mindfulness was negatively associated with task-unrelated thought and was positively associated with reactive control, but not proactive control or Go/No-Go performance. Although mind-wandering was not directly associated with performance, task-unrelated thought mediated the mindfulness-proactive control relation. Fewer task-unrelated thoughts were associated with lower proactive control. Interestingly, this effect was moderated by working memory such that it was present for those with low-average, but not high, working memory. This study highlights the importance of dispositional mindfulness and mind-wandering propensity in accounting for individual differences in attentional control in older adults, providing important targets for future cognitive remediation interventions. Copyright © 2016 Elsevier Inc. All rights reserved.

A mind you can count on: validating breath counting as a behavioral measure of mindfulness

Directory of Open Access Journals (Sweden)

Daniel B Levinson

2014-10-01

Full Text Available Mindfulness practice of present moment awareness promises many benefits, but has eluded rigorous behavioral measurement. To date, research has relied on self-reported mindfulness or heterogeneous mindfulness trainings to infer skillful mindfulness practice and its effects. In four independent studies with over 400 total participants, we present the first construct validation of a behavioral measure of mindfulness, breath counting. We found it was reliable, correlated with self-reported mindfulness, differentiated long-term meditators from age-matched controls, and was distinct from sustained attention and working memory measures. In addition, we employed breath counting to test the nomological network of mindfulness. As theorized, we found skill in breath counting associated with more meta-awareness, less mind wandering, better mood, and greater nonattachment (i.e. less attentional capture by distractors formerly paired with reward. We also found in a randomized online training study that 4 weeks of breath counting training improved mindfulness and decreased mind wandering relative to working memory training and no training controls. Together, these findings provide the first evidence for breath counting as a behavioral measure of mindfulness.

STEM Professionals Entering Teaching: Navigating Multiple Identities

Science.gov (United States)

Grier, Jeanne M.; Johnston, Carol C.

2012-01-01

In this qualitative study, we identify the complexity of the transitioning identities of four STEM career changers to better inform teacher education programs on how to be more mindful of the needs of this population as they return to the life of a student again on their path toward a new career in teaching. Findings suggest the career changers…

Speaking My Mind: Why I No Longer Teach Vocabulary

Science.gov (United States)

Heverly, Jerry

2011-01-01

It's one of those assumptions of the English teaching game that students must learn and store up vocabulary as a precondition of tackling literature or history or any of those fields that feature big words. How, some ask, could a child read a challenging passage if he or she didn't understand those key, usually multisyllabic, words often sprinkled…

SUCCESS FRAMEWORK FOR TEACHING ERGONOMICS TO ENGINEERING STUDENTS

Directory of Open Access Journals (Sweden)

MUSHTAK AL-ATABI

2013-04-01

Full Text Available Taylor's University School of Engineering (Malaysia is a project-based-learning school that puts a conscious effort to educate engineers on the importance of applying ergonomic principles at the conceiving and designing stages of a product life cycle. This paper reports on an innovative approach to teaching ergonomics using the SUCCESS framework (Simple, Unexpected, Credible, Concrete, Emotions, Story, and Simulation. This teaching technique was adopted to engage the hearts and minds of the students and get them to embrace ergonomics as an important skill for engineers. Comparing students’ module evaluation and feedback, both before and after the adoption of the SUCCESS framework showed that students enjoyed the new approach of teaching and found it more fulfilling.

Principles Supporting the Perceptional Teaching of Physics: A ``Practical Teaching Philosophy''

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Kurki-Suonio, Kaarle

2011-03-01

This article sketches a framework of ideas developed in the context of decades of physics teacher-education that was entitled the "perceptional approach". Individual learning and the scientific enterprise are interpreted as different manifestations of the same process aimed at understanding the natural and social worlds. The process is understood to possess the basic nature of perception, where empirical meanings are first born and then conceptualised. The accumulation of perceived gestalts in the "structure of the mind" leads to structural perception and the generation of conceptual hierarchies, which form a general principle for the expansion of our understanding. The process undergoes hierarchical development from early sensory perception to individual learning and finally to science. The process is discussed in terms of a three-process dynamic. Scientific and technological processes are driven by the interaction of the mind and nature. They are embedded in the social process due to the interaction of individual minds. These sub-processes are defined by their aims: The scientific process affects the mind and aims at understanding; the technological process affects nature and aims at human well-being; and the social process aims at mutual agreement and cooperation. In hierarchical development the interaction of nature and the mind gets structured into a "methodical cycle" by procedures involving conscious activities. Its intuitive nature is preserved due to subordination of the procedures to empirical meanings. In physics, two dimensions of hierarchical development are distinguished: Unification development gives rise to a generalisation hierarchy of concepts; Quantification development transfers the empirical meanings to quantities, laws and theories representing successive hierarchical levels of quantitative concepts. Consequences for physics teaching are discussed in principle, and in the light of examples and experiences from physics teacher education.

Mindfulness - en implicit utopi?

DEFF Research Database (Denmark)

Nielsen, Anne Maj

2014-01-01

The field of mindfulness and meditation has met growing interest in the western world during the last decades. Mindfulness aims to develop a friendly, accepting and mindful awareness in the present moment. Critiques have argued that this aim is deployed in a new kind of management technology where...... mindfulness is used for individualized stress-reduction in order to keep up with existing or worsened working conditions instead of stress-reducing changes in the common working conditions. Mindfulness research emphasizes positive outcomes in coping with demands and challenges in everyday life especially...... considering suffering (for example stress and pain). While explicit constructions of Utopia present ideas of specific societal communities in well-functioning harmony, the interest in mindfulness can in contradistinction be considered an implicit critique of present life-conditions and an “implicit utopia...

When Did Coloring Books Become Mindful? Exploring the Effectiveness of a Novel Method of Mindfulness-Guided Instructions for Coloring Books to Increase Mindfulness and Decrease Anxiety.

Science.gov (United States)

Mantzios, Michail; Giannou, Kyriaki

2018-01-01

Mindfulness has been associated with the use of coloring books for adults; however, the question of whether they do increase mindfulness has not been addressed. In two studies, we attempted to identify whether mindfulness is increased, and whether there is a need for ongoing guidance while coloring, similar to mindfulness meditation. In the first randomized controlled experiment, university students ( n = 88) were assigned to an unguided mandala coloring group (i.e., described in mainstream literature as a mindfulness practice) or to a free-drawing group. Measurements of state mindfulness and state anxiety were taken pre- and post- experiment. Results indicated no change in mindfulness or anxiety. In the second randomized controlled experiment, university students ( n = 72) were assigned to an unguided mandala coloring group (i.e., same as Experiment 1), or, to a mindfulness-guided coloring group (i.e., same as the unguided coloring group with a mindfulness practitioner guiding participants as in mindfulness breathing meditation, with instructions modified and applied to coloring). Results indicated that the mindfulness-guided mandala coloring group performed better in decreasing anxiety, but no change was observed in mindfulness. Exit interviews revealed that some participants did not like the voice guiding them while coloring, which suggested further differing and significant findings. While mindfulness-guided coloring appears promising, guidance or instructions on how to color mindfully may require further development and adjustment to enhance health and wellbeing.

The Mind of Consciousness

Indian Academy of Sciences (India)

Human mind, often considered synonymous ... between the monoists who believe that mind ... mental process in its own right, as widespread ... real challenge for experimental scientists is to devise ... several books like "The Minds of Robots",.

Acute Effects of Online Mind-Body Skills Training on Resilience, Mindfulness, and Empathy.

Science.gov (United States)

Kemper, Kathi J; Khirallah, Michael

2015-10-01

Some studies have begun to show benefits of brief in-person mind-body skills training. We evaluated the effects of 1-hour online elective mind-body skills training for health professionals on mindfulness, resilience, and empathy. Between May and November, 2014, we described enrollees for the most popular 1-hour modules in a new online mind-body skills training program; compared enrollees' baseline stress and burnout to normative samples; and assessed acute changes in mindfulness, resilience, and empathy. The 513 enrollees included dietitians, nurses, physicians, social workers, clinical trainees, and health researchers; about 1/4 were trainees. The most popular modules were the following: Introduction to Stress, Resilience, and the Relaxation Response (n = 261); Autogenic Training (n = 250); Guided Imagery and Hypnosis for Pain, Insomnia, and Changing Habits (n = 112); Introduction to Mindfulness (n = 112); and Mindfulness in Daily Life (n = 102). Initially, most enrollees met threshold criteria for burnout and reported moderate to high stress levels. Completing 1-hour modules was associated with significant acute improvements in stress (P training reaches diverse, stressed health professionals and is associated with acute improvements in stress, mindfulness, empathy, and resilience. Additional research is warranted to compare the long-term cost-effectiveness of different doses of online and in-person mind-body skills training for health professionals. © The Author(s) 2015.

Male Learners' Vocabulary Achievement through Concept Mapping and Mind Mapping: Differences and Similarities

Science.gov (United States)

Tarkashvand, Zahra

2015-01-01

While learning English plays an essential role in today's life, vocabulary achievement is helpful to overcome the difficulties of commanding the language. Drawing on data from three months experimental work, this article explores how two mapping strategies affect the learning vocabularies in EFL male learners. While females were studied before,…

Driving with the wandering mind: the effect that mind-wandering has on driving performance.

Science.gov (United States)

Yanko, Matthew R; Spalek, Thomas M

2014-03-01

The principal objective of the present work was to examine the effects of mind state (mind-wandering vs. on-task) on driving performance in a high-fidelity driving simulator. Mind-wandering is thought to interfere with goal-directed thought. It is likely, then, that when driving, mind-wandering might lead to impairments in critical aspects of driving performance. In two experiments, we assess the extent to which mind-wandering interferes with responsiveness to sudden events, mean velocity, and headway distance. Using a car-following procedure in a high-fidelity driving simulator, participants were probed at random times to indicate whether they were on-task at that moment or mind-wandering. The dependent measures were analyzed based on the participant's response to the probe. Compared to when on-task, when mind-wandering participants showed longer response times to sudden events, drove at a higher velocity, and maintained a shorter headway distance. Collectively, these findings indicate that mind-wandering affects a broad range of driving responses and may therefore lead to higher crash risk. The results suggest that situations that are likely associated with mind-wandering (e.g., route familiarity) can impair driving performance.

Mindfulness in cultural context.

Science.gov (United States)

Kirmayer, Laurence J

2015-08-01

Mindfulness meditation and other techniques drawn from Buddhism have increasingly been integrated into forms of psychotherapeutic intervention. In much of this work, mindfulness is understood as a mode of awareness that is present-centered and nonevaluative. This form of awareness is assumed to have intrinsic value in promoting positive mental health and adaptation by interrupting discursive thoughts that give rise to suffering. However, in the societies where it originated, mindfulness meditation is part of a larger system of Buddhist belief and practice with strong ethical and moral dimensions. Extracting techniques like mindfulness meditation from the social contexts in which they originate may change the nature and effects of the practice. The papers in this issue of Transcultural Psychiatry explore the implications of a cultural and contextual view of mindfulness for continued dialogue between Buddhist thought and psychiatry. This introductory essay considers the meanings of mindfulness meditation in cultural context and the uses of mindfulness as a therapeutic intervention in contemporary psychiatry and psychology. © The Author(s) 2015.

When Did Coloring Books Become Mindful? Exploring the Effectiveness of a Novel Method of Mindfulness-Guided Instructions for Coloring Books to Increase Mindfulness and Decrease Anxiety

Directory of Open Access Journals (Sweden)

Michail Mantzios

2018-01-01

Full Text Available Mindfulness has been associated with the use of coloring books for adults; however, the question of whether they do increase mindfulness has not been addressed. In two studies, we attempted to identify whether mindfulness is increased, and whether there is a need for ongoing guidance while coloring, similar to mindfulness meditation. In the first randomized controlled experiment, university students (n = 88 were assigned to an unguided mandala coloring group (i.e., described in mainstream literature as a mindfulness practice or to a free-drawing group. Measurements of state mindfulness and state anxiety were taken pre- and post- experiment. Results indicated no change in mindfulness or anxiety. In the second randomized controlled experiment, university students (n = 72 were assigned to an unguided mandala coloring group (i.e., same as Experiment 1, or, to a mindfulness-guided coloring group (i.e., same as the unguided coloring group with a mindfulness practitioner guiding participants as in mindfulness breathing meditation, with instructions modified and applied to coloring. Results indicated that the mindfulness-guided mandala coloring group performed better in decreasing anxiety, but no change was observed in mindfulness. Exit interviews revealed that some participants did not like the voice guiding them while coloring, which suggested further differing and significant findings. While mindfulness-guided coloring appears promising, guidance or instructions on how to color mindfully may require further development and adjustment to enhance health and wellbeing.

Mindfulness for unge

DEFF Research Database (Denmark)

Nielsen, Anne Maj

Undersøgelsen af, hvordan interventionsforløbet Mindfulness for unge virkede, er baseret på kvalitative interview med 24 elever i 9. klasse, som har deltaget i Mindfulness for unge i 8 uger. Resultater: Det fælles mindfulnessforløb i klassen har lært mange af eleverne at kunne bruge deres bevidste...... opmærksomhed til at forholde sig til deres situation, tilstand og muligheder, så de udvikler deres ressourcer i stedet for at blive fanget i afmagt og stress. Det er oplevelser og erfaringer med de praktiske mindfulness-øvelser, der har været særlig betydningsfuldt. Overordnet ser Mindfulness for unge ud til...... at kunne bidrage til at forebygge stress i skolen for en del elever, når mindfulness-instruktørens undervisning følges op og faciliteres af en mindfulnesspraktiserende lærer, der kender klassen og eleverne godt. Interesse og opbakning fra skolens ledelse og elevernes familier er også væsentligt...

Mindful innovation

DEFF Research Database (Denmark)

Olsen, Poul Bitsch

2008-01-01

Mindful innovation is an approach to innovation that pays attention to people's experience in an organization rather than to formal organization or social role.......Mindful innovation is an approach to innovation that pays attention to people's experience in an organization rather than to formal organization or social role....

Concept maps and nursing theory: a pedagogical approach.

Science.gov (United States)

Hunter Revell, Susan M

2012-01-01

Faculty seek to teach nursing students how to link clinical and theoretical knowledge with the intent of improving patient outcomes. The author discusses an innovative 9-week concept mapping activity as a pedagogical approach to teach nursing theory in a graduate theory course. Weekly concept map building increased student engagement and fostered theoretical thinking. Unexpectedly, this activity also benefited students through group work and its ability to enhance theory-practice knowledge.

Teaching Electromagnetism to High-School Students Using Particle Accelerators

Science.gov (United States)

Sinflorio, D. A.; Fonseca, P.; Coelho, L. F. S.; Santos, A. C. F.

2006-01-01

In this article we describe two simple experiments using an ion accelerator as an aid to the teaching of electromagnetism to high-school students. This is part of a programme developed by a Brazilian State funding agency (FAPERJ) which aims to help scientifically minded students take their first steps in research.

When Traits Match States: Examining the Associations between Self-Report Trait and State Mindfulness following a State Mindfulness Induction.

Science.gov (United States)

Bravo, Adrian J; Pearson, Matthew R; Wilson, Adam D; Witkiewitz, Katie

2018-02-01

Previous research has found inconsistent relationships between trait mindfulness and state mindfulness. To extend previous research, we sought to examine the unique associations between self-report trait mindfulness and state mindfulness by levels of meditation experience (meditation-naïve vs. meditation-experienced) and by mindfulness induction (experimentally induced mindful state vs. control group). We recruited 299 college students (93 with previous mindfulness meditation experience) to participate in an experiment that involved the assessment of five facets of trait mindfulness (among other constructs), followed by a mindfulness induction (vs. control), followed by the assessment of state mindfulness of body and mind. Correlational analyses revealed limited associations between trait mindfulness facets and facets of state mindfulness, and demonstrated that a brief mindfulness exercise focused on bodily sensations and the breath elicited higher state mindfulness of body but not state mindfulness of mind. We found significant interactions such that individuals with previous meditation experience and higher scores on the observing facet of trait mindfulness had the highest levels of state mindfulness of body and mind. Among individuals with meditation experience, the strengths of the associations between observing trait mindfulness and the state mindfulness facets increased with frequency of meditation practice. Some other interactions ran counter to expectations. Overall, the relatively weak associations between trait and state mindfulness demonstrates the need to improve our operationalizations of mindfulness, advance our understanding of how to best cultivate mindfulness, and reappraise the ways in which mindfulness can manifest as a state and as a trait.

Mindfulness-based prevention for eating disorders: A school-based cluster randomized controlled study.

Science.gov (United States)

Atkinson, Melissa J; Wade, Tracey D

2015-11-01

Successful prevention of eating disorders represents an important goal due to damaging long-term impacts on health and well-being, modest treatment outcomes, and low treatment seeking among individuals at risk. Mindfulness-based approaches have received early support in the treatment of eating disorders, but have not been evaluated as a prevention strategy. This study aimed to assess the feasibility, acceptability, and efficacy of a novel mindfulness-based intervention for reducing the risk of eating disorders among adolescent females, under both optimal (trained facilitator) and task-shifted (non-expert facilitator) conditions. A school-based cluster randomized controlled trial was conducted in which 19 classes of adolescent girls (N = 347) were allocated to a three-session mindfulness-based intervention, dissonance-based intervention, or classes as usual control. A subset of classes (N = 156) receiving expert facilitation were analyzed separately as a proxy for delivery under optimal conditions. Task-shifted facilitation showed no significant intervention effects across outcomes. Under optimal facilitation, students receiving mindfulness demonstrated significant reductions in weight and shape concern, dietary restraint, thin-ideal internalization, eating disorder symptoms, and psychosocial impairment relative to control by 6-month follow-up. Students receiving dissonance showed significant reductions in socio-cultural pressures. There were no statistically significant differences between the two interventions. Moderate intervention acceptability was reported by both students and teaching staff. Findings show promise for the application of mindfulness in the prevention of eating disorders; however, further work is required to increase both impact and acceptability, and to enable successful outcomes when delivered by less expert providers. © 2015 Wiley Periodicals, Inc.

Entrepreneurial Creativity as a Convergent Basis for Teaching Business Communication

Science.gov (United States)

Grenci, Richard T.

2012-01-01

Of the "21st Century" business skills of communication, collaboration, creativity, and critical thinking, creativity arguably receives among the least explicit attention in traditional business core curricula. With that in mind, the context of entrepreneurial creativity is put forth as a basis for teaching business communication. By…

Place and culture-based professional development: cross-hybrid learning and the construction of ecological mindfulness

Science.gov (United States)

Chinn, Pauline W. U.

2015-03-01

This paper approaches mindfulness, an awareness of internal and external realities, as a culturally-shaped habit of mind. Findings of a cross-cultural study and popular sayings that reflect America's cultural orientation to consumption and competition are contrasted with findings from Hawaiian language newspapers, traditional cultural practices, and Hawaiian sayings that indicate an orientation to ecological mindfulness that increased the resilience of fragile social ecosystems. Marginalization of indigenous culture, language, and knowledge and cultural differences between teachers and indigenous students are proposed as a contributing factor to lower science performance of Native Hawaiian students in mainstream schools. Two professional development projects designed to reduce conflicts between culture and science instruction are presented. Findings from these projects suggest alignment of science inquiry with indigenous cultural knowledge and practices oriented to sustainability supports the development of teachers' ecological mindfulness as indicated by increased awareness of, interest in, and incorporation of place and culture-based based resources into their instruction. Teacher feedback indicates that mapping technologies that enable teachers to visualize and integrate indigenous place-based Hawaiian knowledge with science inquiry are promising instructional strategies.

Digital Geological Mapping for Earth Science Students

Science.gov (United States)

England, Richard; Smith, Sally; Tate, Nick; Jordan, Colm

2010-05-01

This SPLINT (SPatial Literacy IN Teaching) supported project is developing pedagogies for the introduction of teaching of digital geological mapping to Earth Science students. Traditionally students are taught to make geological maps on a paper basemap with a notebook to record their observations. Learning to use a tablet pc with GIS based software for mapping and data recording requires emphasis on training staff and students in specific GIS and IT skills and beneficial adjustments to the way in which geological data is recorded in the field. A set of learning and teaching materials are under development to support this learning process. Following the release of the British Geological Survey's Sigma software we have been developing generic methodologies for the introduction of digital geological mapping to students that already have experience of mapping by traditional means. The teaching materials introduce the software to the students through a series of structured exercises. The students learn the operation of the software in the laboratory by entering existing observations, preferably data that they have collected. Through this the students benefit from being able to reflect on their previous work, consider how it might be improved and plan new work. Following this they begin fieldwork in small groups using both methods simultaneously. They are able to practise what they have learnt in the classroom and review the differences, advantages and disadvantages of the two methods, while adding to the work that has already been completed. Once the field exercises are completed students use the data that they have collected in the production of high quality map products and are introduced to the use of integrated digital databases which they learn to search and extract information from. The relatively recent development of the technologies which underpin digital mapping also means that many academic staff also require training before they are able to deliver the

Trait Mindfulness and Cognitive Task Performance

Directory of Open Access Journals (Sweden)

Emalee J. W. Quickel

2014-11-01

Full Text Available Mindfulness meditation (MM training has been shown to have positive effects on working memory and focused attention tasks. Clarifying the construct of mindfulness is important so that mindfulness can be studied effectively in individual differences and cognition research. The current study tested whether trait mindfulness alone explains any of the variability on task performance. Five commonly used mindfulness scales, as well as six standardized and experimental attention and working memory tasks were administered to 164 participants with no meditation experience. Confirmatory factor analysis found that the common variance denoted by measures of trait mindfulness is unrelated to the common variance among tasks requiring focused attention. These results indicate that mindfulness scales may not be capturing the attentional aspects of mindfulness. Individuals who score high on mindfulness scales do not perform better on focused attention tasks than those who score lower on mindfulness scales. These results have implications for defining and operationalizing mindfulness.

Are you mind-wandering, or is your mind on task? The effect of probe framing on mind-wandering reports.

Science.gov (United States)

Weinstein, Yana; De Lima, Henry J; van der Zee, Tim

2018-04-01

The last decade has seen a dramatic rise in the number of studies that utilize the probe-caught method of collecting mind-wandering reports. This method involves stopping participants during a task, presenting them with a thought probe, and asking them to choose the appropriate report option to describe their thought-state. In this experiment we manipulated the framing of this probe, and demonstrated a substantial difference in mind-wandering reports as a function of whether the probe was presented in a mind-wandering frame compared with an on-task frame. This framing effect has implications both for interpretations of existing data and for methodological choices made by researchers who use the probe-caught mind-wandering paradigm.

Is There a Dark Side to Mindfulness? Relation of Mindfulness to Criminogenic Cognitions.

Science.gov (United States)

Tangney, June P; Dobbins, Ashley E; Stuewig, Jeffrey B; Schrader, Shannon W

2017-10-01

In recent years, mindfulness-based interventions have been modified for use with inmate populations, but how this might relate to specific criminogenic cognitions has not been examined empirically. Theoretically, characteristics of mindfulness should be incompatible with distorted patterns of criminal thinking, but is this in fact the case? Among both 259 male jail inmates and 516 undergraduates, mindfulness was inversely related to the Criminogenic Cognitions Scale (CCS) through a latent variable of emotion regulation. However, in the jail sample, this mediational model also showed a direct, positive path from mindfulness to CCS, with an analogous, but nonsignificant trend in the college sample. Post hoc analyses indicate that the Nonjudgment of Self scale derived from the Mindfulness Inventory: Nine Dimensions (MI:ND) largely accounts for this apparently iatrogenic effect in both samples. Some degree of self-judgment is perhaps necessary and useful, especially among individuals involved in the criminal justice system.

The Joy of Teaching and Writing Conceptual Physics

Science.gov (United States)

Hewitt, Paul G.

2011-01-01

When I began teaching at City College of San Francisco in 1964, I fell in love with a 1960 text-book that addressed non-science students, "Physics for the Inquiring Mind," written by British-born physicist Eric M. Rogers, who taught physics at Princeton University and who later won the 1969 Oersted Medal of the American Association of…

Approach to ''Mind'' using functional neuroimaging

International Nuclear Information System (INIS)

Matsuda, Hiroshi

2006-01-01

This review mainly describes authors' recent investigations concerning neuroimages approaching to even human ''mind'' using techniques of PET, SPECT and functional MRI (fMRI). Progress of such studies greatly owes to the development of image statistics of the brain like statistical parametric mapping (www.fil.ion.ucl.ac.uk/spm/), and brain standards (www.mrc-cbu.cam.ac.uk/Imaging/mnispace.html, and ric.uthscsa.edu/projects/talairach daemon.html). The author discusses and presents images in cases of hallucinations (SPECT and H 2 15 O-PET), autism (SPECT), sleep, depression, and its therapy by transcaranial magnetic stimulation. These studies are expected to contribute to diagnosis and therapy of endogenous neurological disorders. (T.I.)

Approach to ''Mind'' using functional neuroimaging

Energy Technology Data Exchange (ETDEWEB)

Matsuda, Hiroshi [Saitama Medical School, Hospital, Moroyama, Saitama (Japan)

2006-05-15

This review mainly describes authors' recent investigations concerning neuroimages approaching to even human ''mind'' using techniques of PET, SPECT and functional MRI (fMRI). Progress of such studies greatly owes to the development of image statistics of the brain like statistical parametric mapping (www.fil.ion.ucl.ac.uk/spm/), and brain standards (www.mrc-cbu.cam.ac.uk/Imaging/mnispace.html, and ric.uthscsa.edu/projects/talairach daemon.html). The author discusses and presents images in cases of hallucinations (SPECT and H{sub 2}{sup 15}O-PET), autism (SPECT), sleep, depression, and its therapy by transcaranial magnetic stimulation. These studies are expected to contribute to diagnosis and therapy of endogenous neurological disorders. (T.I.)

A Pre-Post Evaluation of OpenMinds: a Sustainable, Peer-Led Mental Health Literacy Programme in Universities and Secondary Schools.

Science.gov (United States)

Patalay, Praveetha; Annis, Jennifer; Sharpe, Helen; Newman, Robbie; Main, Dominic; Ragunathan, Thivvia; Parkes, Mary; Clarke, Kelly

2017-11-01

Engaging young people in the design and delivery of mental health education could lead to more effective interventions; however, few of these interventions have been evaluated. This study aimed to gain preliminary evidence with regards to the efficacy and acceptability of OpenMinds: a peer-designed and facilitated mental health literacy programme for university and secondary school students. The programme involves a structured programme of education and training for university medical students, who then deliver workshops in secondary schools. Pre- and post-surveys were completed by 234 school students who received two workshops and 40 university medical students who completed the OpenMinds programme and delivered the workshops. The main outcomes in both groups were components of mental health literacy (non-stigmatising attitudes, knowledge, social distance and helping attitudes). Perceived teaching efficacy and interest in mental health careers (university medical students) and workshop acceptability (school students) were also examined. University and school student participation in OpenMinds was associated with significant improvements in three of four mental health literacy elements in both samples. Knowledge and attitudes improved in both samples, social distance improved only in the university sample and knowledge of helping behaviours increased in the school sample. University students' perceived teaching efficacy improved but there was no change in their reported interest in pursuing psychiatry in their career. Acceptability was high; over 70% of the school students agreed that they enjoyed the workshops and liked being taught by a university student. This study provides preliminary evidence for the acceptability and efficacy of OpenMinds as a sustainable peer-led model of mental health education for young people. The OpenMinds programme is ready for efficacy testing in a randomised trial.

MAP as a model for practice-based learning and improvement in child psychiatry training.

Science.gov (United States)

Kataoka, Sheryl H; Podell, Jennifer L; Zima, Bonnie T; Best, Karin; Sidhu, Shawn; Jura, Martha Bates

2014-01-01

Not only is there a growing literature demonstrating the positive outcomes that result from implementing evidence based treatments (EBTs) but also studies that suggest a lack of delivery of these EBTs in "usual care" practices. One way to address this deficit is to improve the quality of psychotherapy teaching for clinicians-in-training. The Accreditation Council for Graduate Medical Education (ACGME) requires all training programs to assess residents in a number of competencies including Practice-Based Learning and Improvements (PBLI). This article describes the piloting of Managing and Adapting Practice (MAP) for child psychiatry fellows, to teach them both EBT and PBLI skills. Eight child psychiatry trainees received 5 full days of MAP training and are delivering MAP in a year-long outpatient teaching clinic. In this setting, MAP is applied to the complex, multiply diagnosed psychiatric patients that present to this clinic. This article describes how MAP tools and resources assist in teaching trainees each of the eight required competency components of PBLI, including identifying deficits in expertise, setting learning goals, performing learning activities, conducting quality improvement methods in practice, incorporating formative feedback, using scientific studies to inform practice, using technology for learning, and participating in patient education. A case example illustrates the use of MAP in teaching PBLI. MAP provides a unique way to teach important quality improvement and practice-based learning skills to trainees while training them in important psychotherapy competence.

Mindful parenting in mental health care

NARCIS (Netherlands)

Bogels, S.M.; Lehtonen, A.; Restifo, K.

2010-01-01

Mindfulness is a form of meditation based on the Buddhist tradition, which has been used over the last two decades to successfully treat a multitude of mental health problems. Bringing mindfulness into parenting ("mindful parenting") is one of the applications of mindfulness. Mindful parenting

Theory of Mind and Children's Understanding of Teaching and Learning during Early Childhood

Science.gov (United States)

Wang, Zhenlin

2015-01-01

How children understand the concepts of teaching and learning is inherently underpinned by their mental state understanding and critical to the successful transition to formal schooling. Knowledge is a private representational mental state; learning is a knowledge change process that can be either intentional or not; and teaching is an intentional…

Unauthorized Minds: How "Theory of Mind" Theory Misrepresents Autism

Science.gov (United States)

Smukler, David

2005-01-01

Recent representations of autism frequently include an assumption that autism is the result of a "theory of mind" deficit (i.e., an inability to understand others' mental states). This notion is examined using a social constructionist perspective. The belief that autism is a sort of "mind-blindness" has much in common with earlier representations…

The neurotic wandering mind: An individual differences investigation of neuroticism, mind-wandering, and executive control.

Science.gov (United States)

Robison, Matthew K; Gath, Katherine I; Unsworth, Nash

2017-04-01

Cognitive psychology and cognitive neuroscience have recently developed a keen interest in the phenomenon of mind-wandering. People mind-wander frequently, and mind-wandering is associated with decreased cognitive performance. But why do people mind-wander so much? Previous investigations have focused on cognitive abilities like working memory capacity and attention control. But an individual's tendency to worry, feel anxious, and entertain personal concerns also influences mind-wandering. The Control Failure × Concerns model of mind-wandering. Psychological Bulletin, 136, 188-197] argues that individual differences in the propensity to mind-wander are jointly determined by cognitive abilities and by the presence of personally salient concerns that intrude on task focus. In order to test this model, we investigated individual differences in mind-wandering, executive attention, and personality with a focus on neuroticism. The results showed that neurotic individuals tended to report more mind-wandering during cognitive tasks, lower working memory capacity, and poorer attention control. Thus the trait of neuroticism adds an additional source of variance in the tendency to mind-wander, which offers support for the Control Failure × Concerns model. The results help bridge the fields of clinical psychology, cognitive psychology, affective neuroscience, and cognitive neuroscience as a means of developing a more complete understanding of the complex relationship between cognition, personality, and emotion.

Minding the close relationship.

Science.gov (United States)

Harvey, J H; Omarzu, J

1997-01-01

In this theoretical analysis, we argue that a process referred to as minding is essential for a couple to feel mutually close and satisfied in a close relationship over a long period Minding represents a package of mutual self-disclosure, other forms of goal-oriented behavior aimed at facilitating the relationship, and attributions about self's and other's motivations, intentions, and Mort in the relationship. Self-disclosure and attribution activities in minding are aimed at getting to know the other, trying to understand the other's motivations and deeper disposition as they pertain to the relationship, and showing respect and acceptance for knowledge gained about other. We link the concept of minding to other major ideas and literatures about how couples achieve closeness: self-disclosure and social penetration, intimacy, empathy and empathic accuracy, and love and self-expansion. We argue that the minding process articulated here has not previously been delineated and that it is a useful composite notion about essential steps in bonding among humans. We also argue that the minding concept stretches our understanding of the interface of attribution and close relationships. We present research possibilities and implications and consider possible alternative positions and counter arguments about the merits of the minding idea for close relationship satisfaction.

Mindfulness and mood stimulate each other in an upward spiral: a mindful walking intervention using experience sampling

NARCIS (Netherlands)

R.A. Gotink (Rinske); Hermans, K.S.F.M. (Karlijn S.F.M.); Geschwind, N. (Nicole); De Nooij, R. (Reinier); De Groot, W.T. (Wouter T.); A.E.M. Speckens (Anne)

2016-01-01

textabstractThe aim of this study was to explore the feasibility and effectiveness of mindful walking in nature as a possible means to maintain mindfulness skills after a mindfulness-based cognitive therapy (MBCT) or mindfulness-based stress reduction (MBSR) course. Mindful walking alongside the

The Effectiveness of Concept Maps in Teaching Physics Concepts Applied to Engineering Education: Experimental Comparison of the Amount of Learning Achieved With and Without Concept Maps

Science.gov (United States)

Martínez, Guadalupe; Pérez, Ángel Luis; Suero, María Isabel; Pardo, Pedro J.

2013-04-01

A study was conducted to quantify the effectiveness of concept maps in learning physics in engineering degrees. The following research question was posed: What was the difference in learning results from the use of concept maps to study a particular topic in an engineering course? The study design was quasi-experimental and used a post-test as a measuring instrument. The sample included 114 university students from the School of Industrial Engineering who were divided into two equivalent homogeneous groups of 57 students each. The amount of learning attained by the students in each group was compared, with the independent variable being the teaching method; the experimental group (E.G.) used concept maps, while the control group (C.G.) did not. We performed a crossover study with the two groups of students, with one group acting as the E.G. for the topic of optical fibers and as the C.G. for the topic of the fundamental particles of matter and vice versa for the other group. For each of the two topics studied, the evaluation instrument was a test of 100 dichotomous items. The resulting data were subjected to a comparative statistical analysis, which revealed a significant difference in the amount of learning attained by the E.G. students as compared with the C.G. students. The results allow us to state that for the use of concept maps, the average increment in the E.G. students' learning was greater than 19 percentage points.

Interoceptive Awareness Skills for Emotion Regulation: Theory and Approach of Mindful Awareness in Body-Oriented Therapy (MABT

Directory of Open Access Journals (Sweden)

Cynthia J. Price

2018-05-01

Full Text Available Emotion regulation involves a coherent relationship with the self, specifically effective communication between body, mind, and feelings. Effective emotion regulation involves the ability to accurately detect and evaluate cues related to physiological reactions to stressful events, accompanied by appropriate regulation strategies that temper and influence the emotional response. There is compelling evidence demonstrating links between poor or disrupted awareness of sensory information, or interoceptive awareness, and difficulties with emotion regulation. This paper presents a framework, based on psychological and neurobiological research, for understanding how interoceptive awareness facilitates regulation and an integrated sense of self, and thus contributes to health and well-being. A mind-body therapeutic approach called mindful awareness in body-oriented therapy (MABT, uniquely designed to teach fundamental skills of interoceptive awareness, is described. MABT develops the distinct interoceptive awareness capacities of identifying, accessing, and appraising internal bodily signals that are identified in physiological models as the critical components of interoception for emotion regulation. The explanatory model is that the development of these key interoceptive capacities improves sensory (physical and emotional awareness, reduces distress, and improves regulation. Strategies for teaching and learning interoceptive awareness are not well-developed in mindfulness or psychotherapeutic approaches, particularly important for people who may have difficulty attending to interoceptive awareness due to stress, chronic pain or trauma. To address this issue, MABT provides an individualized protocol for scaffolding interoceptive awareness through a combination of psychoeducation and somatic approaches explicitly addressing difficulties with interoceptive processing. Clinical vignettes are included to provide exemplars of this approach and to highlight

Does change in self-reported mindfulness mediate the clinical benefits of mindfulness training? A controlled study using the French translation of the Five Facet Mindfulness Questionnaire

OpenAIRE

Heeren, Alexandre; Deplus, Sandrine; Peschard, Virginie; Nef, François; Kotsou, Ilios; Dierickx, Christophe; Mondillon, Laurie; Robinaugh, Donald J.; Philippot, Pierre

2015-01-01

Mindfulness training improves mental health and psychological functioning. Although several questionnaires have been developed to measure mindfulness, the Five Facet Mindfulness Questionnaire (FFMQ) is currently one of the most widely used scales. However, uncertainty remains about wheth- er the effects of mindfulness training can be unambiguously attributed to change in self-reported mindfulness. The present study was designed to answer three major questions: First, relative to a wait-list g...

Wissenschaftsverständnis und curricular Ziele: Was der Blick über den Zaun uns lehren kann

DEFF Research Database (Denmark)

Evans, Robert Harry; Stäudel, Lutz

2010-01-01

One of the goals of the recently completed EU project, Mind the Gap , was a comparative look at Scientific Literacy statements from three partner countries, Denmark, England/Wales and Hungary. This article takes a look at the cultural and contextual influences on each of these national maps...... and then adds a map and context for Germany, before comparing the maps for useful teaching and learning perspectives. As leaders of this part of the Mind the Gap project, the University of Copenhagen made weighted concept maps of each national statement in order to make understanding and comparisons between...... them more accessible. With-in country maps can be useful overviews for pre-and in-service teachers as they plan lessons and methods for helping their students achieve national goals. Between country comparisons can provide ideas and stimulation to both teachers and policymakers from other cultures...

Cultivate Mindfulness: A Case Study of Mindful Learning in an English as a Foreign Language Classroom

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Yang Wang

2016-09-01

Full Text Available This case study investigated how the use of mindfulness affected college English as a foreign language (EFL students learning and how mindful learning strategies supported their learning of English. Mindful learning considers the students’ abilities to be aware, perceive and conceive. Mindfulness results in an increase in competence, memory, creativity, and positive affect based on the previous studies. In this study, 24 undergraduate freshmen participated at a Northeastern University in China. The data collection included those undergraduates’ pre-surveys, post-surveys, work samples, the instructor’s observation notes and the researcher’s reflective journal entries. This practice found that by engaging in mindful strategies, EFL students took ownership of their learning in the following ways: students built and became aware of a comfortable learning environment in their classroom through mindfulness; mindful writing helped students generate new thoughts and become aware of their thinking; mindfulness facilitated their learning process, cultivated creativity and intelligence; mindful cooperative learning provided students with an opportunity to discover their awareness, learn from others, reflect and think critically.

NEUROFINANCE: GETTING AN INSIGHT INTO THE TRADER'S MIND

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Turcan Ciprian Sebastian

2010-12-01

Full Text Available Much of the academic finance theory is based on the assumption that individuals act rationally and behavioral finances treats investors’ choice based by behavioral biases. In contrast, neuro-finance (as a blending of psychology, neurology and finance attempts to understand behavior by examining the physiological processes in the human brain when exposed to financial risk. Scientists map the mind to learn how fear and greed drive the financial markets. The paper, will briefly present why neurofinance is important and how will be able to provide in the near future a number of effective tools for improved financial decision making.

Examining Student Perceptions of Flipping an Agricultural Teaching Methods Course

Science.gov (United States)

Conner, Nathan W.; Rubenstein, Eric D.; DiBenedetto, Cathy A.; Stripling, Christopher T.; Roberts, T. Grady; Stedman, Nicole L. P.

2014-01-01

To meet the needs of the 21st century student, college instructors have been challenged to transform their classrooms from passive to active, "minds-on" learning environments. This qualitative study examined an active learning approach known as a flipped classroom and sought to explore student perceptions of flipping a teaching methods…

Politics and the English Instructor: Using Political Literature To Teach Composition.

Science.gov (United States)

Fergenson, Laraine

One of the most interesting controversies in the theory of teaching composition--and one that has profound consequences for classroom practice--is the debate over "ideological" or "radical" pedagogy. In the minds of most mainstream Americans, an ideological education is associated with dictatorship and state control of…

Steering Your Mysterious Mind

DEFF Research Database (Denmark)

Prasad, Ramjee

Steering the Mysterious Mind, describes a unique, novel concept for a way to gain control of your mind. The five basic elements of human life, that is; Creativity, Content­ment, Confidence, Calmness, and Concentration (C5) have been introduced in my previous book Unlock Your Personalization. Posi....... Compare it with going to the gym where you work on the physical body. In the same way as with arms and legs, the mind is a mus­cle which you exercise through C5 practice. Steering the mind on your personal goal will help you to be creative....

Mindfulness y creatividad

OpenAIRE

Palau Valero, Vicente

2015-01-01

Treball Final de Grau en Psicologia. Codi: PS1048. Curs acadèmic 2014-2015 Este trabajo realiza una revisión bibliográfica sobre el efecto que ejerce la práctica del mindfulness sobre el pensamiento creativo. Después de explicar y contextualizar los conceptos de mindfulness y creatividad, se analizarán las variables de tipo afectivo que esperamos afecten a la creatividad influidas por el mindfulness, como son la emoción, bienestar, afecto, personalidad, estrés, ansiedad y atención. Estas v...

Minding Your Matters: Predicting Satisfaction, Commitment, and Conflict Strategies From Trait Mindfulness

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Jacquelyn Harvey Knowles

2015-06-01

Full Text Available This exploratory study sought to uncover whether trait mindfulness, an individual’s aptitude for focusing on the present moment while refraining from passing negative judgments or processing external cues in a habitual manner, is predictive of more constructive and less destructive approaches to relational conflict. In addition, we looked at its predictive role in relational satisfaction and commitment. Ninety-one participants completed self-report measures on trait mindfulness, relational satisfaction, commitment, and conflict strategies. Results revealed that aspects of mindfulness predict the type of conflict strategy in which people reportedly engage. Mindfulness subscales were also related positively to satisfaction and commitment. In concluding, we discuss limitations and potential avenues for future inquiry in this area.

Effectiveness of Concept Maps in Economics: Evidence from Australia and USA

Science.gov (United States)

Marangos, John; Alley, Sean

2007-01-01

This paper evaluates the effectiveness of concept maps as a teaching and learning tool in university level Principles of Microeconomics courses in Australia and USA. Concept mapping was incorporated in the teaching material in both courses at different countries and, at the end of the semester, the students completed a survey regarding the use,…

PHYSICS OF THE MIND

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Leonid Perlovsky

2016-11-01

Full Text Available Is it possible to turn psychology into hard science? Physics of the mind follows the fundamental methodology of physics in all areas where physics have been developed. What is common among Newtonian mechanics, statistical physics, quantum physics, thermodynamics, theory of relativity, astrophysics... and a theory of superstrings? The common among all areas of physics is a methodology of physics discussed in the first few lines of the paper. Is physics of the mind possible? Is it possible to describe the mind based on the few first principles as physics does? The mind with its variabilities and uncertainties, the mind from perception and elementary cognition to emotions and abstract ideas, to high cognition. Is it possible to turn psychology and neuroscience into hard sciences? The paper discusses established first principles of the mind, their mathematical formulations, and a mathematical model of the mind derived from these first principles, mechanisms of concepts, emotions, instincts, behavior, language, cognition, intuitions, conscious and unconscious, abilities for symbols, functions of the beautiful and musical emotions in cognition and evolution. Some of the theoretical predictions have been experimentally confirmed. This research won national and international awards. In addition to summarizing existing results the paper describes new development theoretical and experimental. The paper discusses unsolved theoretical problems as well as experimental challenges for future research.

Physics of the Mind.

Science.gov (United States)

Perlovsky, Leonid I

2016-01-01

Is it possible to turn psychology into "hard science"? Physics of the mind follows the fundamental methodology of physics in all areas where physics have been developed. What is common among Newtonian mechanics, statistical physics, quantum physics, thermodynamics, theory of relativity, astrophysics… and a theory of superstrings? The common among all areas of physics is a methodology of physics discussed in the first few lines of the paper. Is physics of the mind possible? Is it possible to describe the mind based on the few first principles as physics does? The mind with its variabilities and uncertainties, the mind from perception and elementary cognition to emotions and abstract ideas, to high cognition. Is it possible to turn psychology and neuroscience into "hard" sciences? The paper discusses established first principles of the mind, their mathematical formulations, and a mathematical model of the mind derived from these first principles, mechanisms of concepts, emotions, instincts, behavior, language, cognition, intuitions, conscious and unconscious, abilities for symbols, functions of the beautiful and musical emotions in cognition and evolution. Some of the theoretical predictions have been experimentally confirmed. This research won national and international awards. In addition to summarizing existing results the paper describes new development theoretical and experimental. The paper discusses unsolved theoretical problems as well as experimental challenges for future research.

Text Maps: Helping Students Navigate Informational Texts.

Science.gov (United States)

Spencer, Brenda H.

2003-01-01

Notes that a text map is an instructional approach designed to help students gain fluency in reading content area materials. Discusses how the goal is to teach students about the important features of the material and how the maps can be used to build new understandings. Presents the procedures for preparing and using a text map. (SG)

Mindful movement and skilled attention

Science.gov (United States)

Clark, Dav; Schumann, Frank; Mostofsky, Stewart H.

2015-01-01

Bodily movement has long been employed as a foundation for cultivating mental skills such as attention, self-control or mindfulness, with recent studies documenting the positive impacts of mindful movement training, such as yoga and tai chi. A parallel “mind-body connection” has also been observed in many developmental disorders. We elaborate a spectrum of mindfulness by considering ADHD, in which deficient motor control correlates with impaired (disinhibited) behavioral control contributing to defining features of excessive distractibility and impulsivity. These data provide evidence for an important axis of variation for wellbeing, in which skillful cognitive control covaries with a capacity for skillful movement. We review empirical and theoretical literature on attention, cognitive control, mind wandering, mindfulness and skill learning, endorsing a model of skilled attention in which motor plans, attention, and executive goals are seen as mutually co-defining aspects of skilled behavior that are linked by reciprocal inhibitory and excitatory connections. Thus, any movement training should engage “higher-order” inhibition and selection and develop a repertoire of rehearsed procedures that coordinate goals, attention and motor plans. However, we propose that mindful movement practice may improve the functional quality of rehearsed procedures, cultivating a transferrable skill of attention. We adopt Langer’s spectrum of mindful learning that spans from “mindlessness” to engagement with the details of the present task and contrast this with the mental attitudes cultivated in standard mindfulness meditation. We particularly follow Feldenkrais’ suggestion that mindful learning of skills for organizing the body in movement might transfer to other forms of mental activity. The results of mindful movement training should be observed in multiple complementary measures, and may have tremendous potential benefit for individuals with ADHD and other

Mindful Movement and Skilled Attention

Directory of Open Access Journals (Sweden)

Dav eClark

2015-06-01

Full Text Available Bodily movement has long been employed as a foundation for cultivating mental skills such as attention, self-control or mindfulness, with recent studies documenting the positive impacts of mindful movement training, such as yoga and tai chi. A parallel mind-body connection has also been observed in many developmental disorders. We elaborate a spectrum of mindfulness by considering ADHD, in which deficient motor control correlates with impaired (disinhibited behavioral control contributing to defining features of excessive distractibility and impulsivity. These data provide evidence for an important axis of variation for wellbeing, in which skillful cognitive control covaries with a capacity for skillful movement. We review empirical and theoretical literature on attention, cognitive control, mind wandering, mindfulness and skill learning, endorsing a model of skilled attention in which motor plans, attention, and executive goals are seen as mutually co-defining aspects of skilled behavior that are linked by reciprocal inhibitory and excitatory connections. Thus, any movement training should engage higher-order inhibition and selection and develop a repertoire of rehearsed procedures that coordinate goals, attention and motor plans. However, we propose that mindful movement practice may improve the functional quality of rehearsed procedures, cultivating a transferrable skill of attention. We adopt Langer’s spectrum of mindful learning that spans from mindlessness to engagement with the details of the present task and contrast this with the mental attitudes cultivated in standard mindfulness meditation. We particularly follow Feldenkrais’ suggestion that mindful learning of skills for organizing the body in movement might transfer to other forms of mental activity. The results of mindful movement training should be observed in multiple complementary measures, and may have tremendous potential benefit for individuals with ADHD and other

The Comparative Effect of Teaching Concept Mapping in Reading on Extrovert and Introvert EFL Learners' Self-Regulation

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Mania Nosratinia

2017-07-01

Full Text Available The present study attempted to compare the effect of teaching concept mapping in reading on extrovert and introvert English as a Foreign Language (EFL learners' Self-Regulation (SR. The participants were 60 female EFL learners at the intermediate level of English language proficiency, between 18 and 20 (Mage = 19. The Preliminary English Test was employed in order to select homogeneous participants in terms of English language proficiency level, followed by administering Eysenck's Personality Inventory (1985. The language-wise homogeneous introvert (n = 30 and extrovert (n = 30 participants were assigned randomly into two experimental groups of 30. To identify the pre-treatment and post-treatment levels of participants' SR, the Motivated Strategies for Learning Questionnaire (1991 was administered twice. The two groups were instructed using the same material and implementing Harris and Graham’s (1996 concept mapping instruction model. The analysis of the scores using an Independent-Samples t-Test revealed that extrovert participants exhibited a significantly higher SR level as a result of being exposed to concept mapping. The study concludes with a discussion on the obtained results and the probable reasons leading to them, followed by presenting some implications for EFL teachers, learners, and syllabus designers.

Subjectivity in Design Education: The Perception of the City through Personal Maps

Science.gov (United States)

Yilmaz, Ebru

2016-01-01

Our mental maps related to the cities are limited by our personal perception and fragmented in the process. There are many inner and outer effects that shape our mental maps, and as a result the fragmented whole refers to the total city image in our minds. To represent this image, an experimental study has been conducted with a group of students.…

Comparison of Concept Mapping and Conventional Teaching Methods on Critical Thinking Skills of Nursing Students

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Masoumeh Delaram

2017-06-01

Full Text Available Background and Objective: Development of critical thinking and practical skills has remained a serious and considerable challenge throughout the nursing educational system in Iran. Conventional methods of teaching such as lectures as the dominant method used in higher education system is a passive style which ignores critical thinking. Therefore, the aim of this study was to compare the effect of instruction by Concept-Mapping and conventional Method on critical thinking skills of nursing students. Materials and Methods:This quasi-experimental study was carried out on 70 nursing students of Tehran Nursing and Midwifery schoolwho were selected through convenient sampling method, then were divided randomly into the two equal Experimental and Control groups. Educational content was presented in the form of Concept-Mapping in the Experimental group and Lecture,Demonstration and Practicalexercises in the control group. Data collection included a demographic information and California Critical Thinking Skills (form B questionnairewhich was completed at the beginning and at the end of the fourth week of Instructional period. Data were analyzed using SPSS software (V: 21, descriptive and analytical Statistics; at the significant level P<0.05. Results: Before the intervention, the mean of critical thinking skill score was 9.71±2.66 in concept mapping group and 9.64 ± 2.14 in conventional group and the difference was not significant (P=0.121, but after the intervention, a significant difference was found between the intervention and conventionalgroup (15.20±2.71 vs 10.25±2.06, P=0.003. Conclusion: Using Concept mapping strategy in the education of nursing students may lead to developing critical thinking skills as one of the important missions of higher education. So it is recommended to usethis method in clinical nursing education.

Mapas conceituais: estratégia de ensino/aprendizagem e ferramenta avaliativa Conceptual maps: teaching and learning strategies and an evaluative tool

Directory of Open Access Journals (Sweden)

Nadia Aparecida de Souza

2010-12-01

Full Text Available O presente ensaio tem por objetivo apresentar uma reflexão sobre as potencia lidades do mapa conceitual como estratégia de ensino/aprendizagem e ferramenta ava liativa. Revisitar o referencial teórico relativo à temática possibilitou contemplar a utili dade do mapa conceitual sob diferentes perspectivas: daquele que ensina e daquele que aprende. Valer-se dos mapas conceituais como estratégias de ensino/aprendizagem, também e concomitantemente como ferramenta avaliativa, é criar possibilidades para a organiza ção do conhecimento pela promoção de experiências educativas que provoquem não somen te reflexão, busca de compreensão e processamento profundo da informação, mas tam bém o desenvolvimento da autorregulação, da metacognição e do aprender a aprenderThis essay has the purpose of reflecting upon the potential benefits of con ceptual map as teaching and learning strategies and an evaluative tool. To revisit the the oretical framework of this theme made it possible to analyze the utility of conceptual map under different perspectives: the teachers´ and the students´. It became clear that the use of conceptual map as teaching and learning strategies, as well as an evaluative tool, leads to knowledge organization by means of promotion of learning experiences which not only generate reflection, comprehension and deep processing of information, but also contributes to the development of metacognition, self-regulation and learning to learn processes

Mindfulness for Singers: The Effects of a Targeted Mindfulness Course on Learning Vocal Technique

Science.gov (United States)

Czajkowski, Anne-Marie L.; Greasley, Alinka E.

2015-01-01

This paper reports the development and implementation of a unique Mindfulness for Singers (MfS) course designed to improve singers' vocal technique. Eight university students completed the intervention. Five Facet Mindfulness Questionnaire (FFMQ) scores showed general improvement across all five facets of mindfulness. Qualitative results showed…

Teaching History with Museums: Strategies for K-12 Social Studies

Science.gov (United States)

Marcus, Alan; Stoddard, Jeremy; Woodward, Walter W.

2011-01-01

"Teaching History with Museums" provides an introduction and overview of the rich pedagogical power of museums. In this comprehensive textbook, the authors show how museums offer a sophisticated understanding of the past and develop habits of mind in ways that are not easily duplicated in the classroom. Using engaging cases to illustrate…

Cultivate Mindfulness: A Case Study of Mindful Learning in an English as a Foreign Language Classroom

Science.gov (United States)

Wang, Yang; Liu, Chao

2016-01-01

This case study investigated how the use of mindfulness affected college English as a foreign language (EFL) students' learning and how mindful learning strategies supported their learning of English. Mindful learning considers the students' abilities to be aware, perceive and conceive. Mindfulness results in an increase in competence, memory,…

Way-finding in displaced clock-shifted bees proves bees use a cognitive map

OpenAIRE

Cheeseman, James F.; Millar, Craig D.; Greggers, Uwe; Lehmann, Konstantin; Pawley, Matthew D. M.; Gallistel, Charles R.; Warman, Guy R.; Menzel, Randolf

2014-01-01

The question of the computational capacities of the brains of widely separated genera of animals is of interest to behavioral biologists, comparative psychologists, computational neuroscientists, philosophers of mind, and—we believe—much of the scientific community. Half a century ago, the claim that any nonhuman animal had a cognitive map was deeply controversial. If true, it greatly favored a computational theory of mind, as opposed to an antirepresentational behaviorist theory. Now that it...

Mindfulness Meditation-Based Pain Relief Employs Different Neural Mechanisms Than Placebo and Sham Mindfulness Meditation-Induced Analgesia

Science.gov (United States)

Emerson, Nichole M.; Farris, Suzan R.; Ray, Jenna N.; Jung, Youngkyoo; McHaffie, John G.; Coghill, Robert C.

2015-01-01

Mindfulness meditation reduces pain in experimental and clinical settings. However, it remains unknown whether mindfulness meditation engages pain-relieving mechanisms other than those associated with the placebo effect (e.g., conditioning, psychosocial context, beliefs). To determine whether the analgesic mechanisms of mindfulness meditation are different from placebo, we randomly assigned 75 healthy, human volunteers to 4 d of the following: (1) mindfulness meditation, (2) placebo conditioning, (3) sham mindfulness meditation, or (4) book-listening control intervention. We assessed intervention efficacy using psychophysical evaluation of experimental pain and functional neuroimaging. Importantly, all cognitive manipulations (i.e., mindfulness meditation, placebo conditioning, sham mindfulness meditation) significantly attenuated pain intensity and unpleasantness ratings when compared to rest and the control condition (p Mindfulness meditation reduced pain intensity (p = 0.032) and pain unpleasantness (p Mindfulness meditation also reduced pain intensity (p = 0.030) and pain unpleasantness (p = 0.043) ratings more than sham mindfulness meditation. Mindfulness-meditation-related pain relief was associated with greater activation in brain regions associated with the cognitive modulation of pain, including the orbitofrontal, subgenual anterior cingulate, and anterior insular cortex. In contrast, placebo analgesia was associated with activation of the dorsolateral prefrontal cortex and deactivation of sensory processing regions (secondary somatosensory cortex). Sham mindfulness meditation-induced analgesia was not correlated with significant neural activity, but rather by greater reductions in respiration rate. This study is the first to demonstrate that mindfulness-related pain relief is mechanistically distinct from placebo analgesia. The elucidation of this distinction confirms the existence of multiple, cognitively driven, supraspinal mechanisms for pain

Mind-ception: Investigating the relationship between theory of mind and decision making

OpenAIRE

Ahamed, Hassan; Kurczek, Jake

2016-01-01

Ahamed, H., & Kurczek, J. (2016, April). Mind-ception: Investigating the relationship between theory of mind and decision making. Poster Presentation at the 31st Annual LVAIC Undergraduate Psychology Conference. Bethlehem, PA. •  Much of our decision making (DM) requires either direct or indirect considerations of others’ thoughts (McCubbins, et al., 2012). •  Theory of Mind (ToM – the capacity to infer the thoughts/intentions of others) is an abi...

[Neurosciences and philosophy of mind].

Science.gov (United States)

Saal, Aarón

2005-01-01

In this paper we argue that the interaction between neurosciences and philosophy of the mind is on the way to understand consciousness, and to solve the mind-body or mind-brain problem. Naturalism is the view that mental processes are just brain processes and that consciousness is a natural phenomenon. It is possible to construct a theory about its nature by blending insights from neuroscience, philosophy of the mind, phenomenology, psychology and evolutionary biology.

The EnMAP-Box—A Toolbox and Application Programming Interface for EnMAP Data Processing

Directory of Open Access Journals (Sweden)

Sebastian van der Linden

2015-09-01

Full Text Available The EnMAP-Box is a toolbox that is developed for the processing and analysis of data acquired by the German spaceborne imaging spectrometer EnMAP (Environmental Mapping and Analysis Program. It is developed with two aims in mind in order to guarantee full usage of future EnMAP data, i.e., (1 extending the EnMAP user community and (2 providing access to recent approaches for imaging spectroscopy data processing. The software is freely available and offers a range of tools and applications for the processing of spectral imagery, including classical processing tools for imaging spectroscopy data as well as powerful machine learning approaches or interfaces for the integration of methods available in scripting languages. A special developer version includes the full open source code, an application programming interface and an application wizard for easy integration and documentation of new developments. This paper gives an overview of the EnMAP-Box for users and developers, explains typical workflows along an application example and exemplifies the concept for making it a frequently used and constantly extended platform for imaging spectroscopy applications.

Meditation experts try Virtual Reality Mindfulness: A pilot study evaluation of the feasibility and acceptability of Virtual Reality to facilitate mindfulness practice in people attending a Mindfulness conference.

Science.gov (United States)

Navarro-Haro, María V; López-Del-Hoyo, Yolanda; Campos, Daniel; Linehan, Marsha M; Hoffman, Hunter G; García-Palacios, Azucena; Modrego-Alarcón, Marta; Borao, Luis; García-Campayo, Javier

2017-01-01

Regular mindfulness practice benefits people both mentally and physically, but many populations who could benefit do not practice mindfulness. Virtual Reality (VR) is a new technology that helps capture participants' attention and gives users the illusion of "being there" in the 3D computer generated environment, facilitating sense of presence. By limiting distractions from the real world, increasing sense of presence and giving people an interesting place to go to practice mindfulness, Virtual Reality may facilitate mindfulness practice. Traditional Dialectical Behavioral Therapy (DBT®) mindfulness skills training was specifically designed for clinical treatment of people who have trouble focusing attention, however severe patients often show difficulties or lack of motivation to practice mindfulness during the training. The present pilot study explored whether a sample of mindfulness experts would find useful and recommend a new VR Dialectical Behavioral Therapy (DBT®) mindfulness skills training technique and whether they would show any benefit. Forty four participants attending a mindfulness conference put on an Oculus Rift DK2 Virtual Reality helmet and floated down a calm 3D computer generated virtual river while listening to digitized DBT® mindfulness skills training instructions. On subjective questionnaires completed by the participants before and after the VR DBT® mindfulness skills training session, participants reported increases/improvements in state of mindfulness, and reductions in negative emotional states. After VR, participants reported significantly less sadness, anger, and anxiety, and reported being significantly more relaxed. Participants reported a moderate to strong illusion of going inside the 3D computer generated world (i.e., moderate to high "presence" in VR) and showed high acceptance of VR as a technique to practice mindfulness. These results show encouraging preliminary evidence of the feasibility and acceptability of using VR to

Teaching children the structure of science

Science.gov (United States)

Börner, Katy; Palmer, Fileve; Davis, Julie M.; Hardy, Elisha; Uzzo, Stephen M.; Hook, Bryan J.

2009-01-01

Maps of the world are common in classroom settings. They are used to teach the juxtaposition of natural and political functions, mineral resources, political, cultural and geographical boundaries; occurrences of processes such as tectonic drift; spreading of epidemics; and weather forecasts, among others. Recent work in scientometrics aims to create a map of science encompassing our collective scholarly knowledge. Maps of science can be used to see disciplinary boundaries; the origin of ideas, expertise, techniques, or tools; the birth, evolution, merging, splitting, and death of scientific disciplines; the spreading of ideas and technology; emerging research frontiers and bursts of activity; etc. Just like the first maps of our planet, the first maps of science are neither perfect nor correct. Today's science maps are predominantly generated based on English scholarly data: Techniques and procedures to achieve local and global accuracy of these maps are still being refined, and a visual language to communicate something as abstract and complex as science is still being developed. Yet, the maps are successfully used by institutions or individuals who can afford them to guide science policy decision making, economic decision making, or as visual interfaces to digital libraries. This paper presents the process and results of creating hands-on science maps for kids that teaches children ages 4-14 about the structure of scientific disciplines. The maps were tested in both formal and informal science education environments. The results show that children can easily transfer their (world) map and concept map reading skills to utilize maps of science in interesting ways.

Mind Your Risks

Science.gov (United States)

... ZIP 223KB Social Media Graphics Download .ZIP 293KB Social Media Graphics CAMPAIGN RESOURCES: SOCIAL MEDIA GRAPHICS Mind Your Risks® (MYR) ... ZIP 360KB Social Media Graphics Download .ZIP 433KB Social Media Graphics CAMPAIGN RESOURCES: SOCIAL MEDIA GRAPHICS Mind Your Risks® (MYR) ...

Free and Innovative Teaching Resources for STEM Educators

Science.gov (United States)

Weber, W. J.; McWhirter, J.; Dirks, D.

2014-12-01

The Unidata Program Center has implemented a teaching resource facility that allows educators to create, access, and share collections of resource material related to atmospheric, oceanic, and other earth system phenomena. While the facility can manage almost any type of electronic resource, it is designed with scientific data and products, teaching tools such as lesson plans and guided exercises, and tools for displaying data in mind. In addition to being very easy for educators and students to access, the facility makes it simple for other educators and scientists to contribute content related to their own areas of expertise to the collection. This allows existing teaching resources to grow in depth and breadth over time, enhancing their relevance and providing insights from multiple disciplines. Based on the open-source RAMADDA content/data management framework, the teaching resource facility provides a variety of built-in services to analyze and display data, as well as support for Unidata's rich 3D client, the Interactive Data Viewer (IDV).

Theory of mind.

Science.gov (United States)

Carlson, Stephanie M; Koenig, Melissa A; Harms, Madeline B

2013-07-01

Theory of mind and its development has been a significantly important-and challenging-topic of research in cognitive science for three decades. This review summarizes our knowledge of when and how children come to understand their own and others' minds, including the developmental timetable, old and new measures, and foundational skills in infancy. We review recent research on theory-of-mind (ToM) and learning, that is, ways in which children's understanding of other minds informs how they learn about the world, as well as evidence for an important role of domain-general cognitive skills (executive function) in the development of ToM, and the neural networks that are most strongly implicated. Finally, we propose future directions for research in this vast and growing field. WIREs Cogn Sci 2013, 4:391-402. doi: 10.1002/wcs.1232 The authors have declared no conflicts of interest for this article. For further resources related to this article, please visit the WIREs website. Copyright © 2013 John Wiley & Sons, Ltd.

Children's Theory of God's Mind: Theory-of-Mind Studies and Why They Matter to Religious Education

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Wigger, J. Bradley

2016-01-01

Theory-of-mind research has been carried out for over three decades, examining the ways children understand the minds of others--their perspectives, intentions, desires, and knowledge. Since the early 21st century, theory-of-mind studies have begun exploring the ways in which children think and reason about the minds--not only of ordinary, visible…

Mind a brief introduction

CERN Document Server

Searle, John R

2004-01-01

"The philosophy of mind is unique among contemporary philosophical subjects," writes John Searle, "in that all of the most famous and influential theories are false." One of the world's most eminent thinkers, Searle dismantles these theories as he presents a vividly written, comprehensive introduction to the mind. He begins with a look at the twelve problems of philosophy of mind--which he calls "Descartes and Other Disasters"--problems which he returns to throughout the volume, as he illuminates such topics as materialism, consciousness, the mind-body problem, intentionality, mental causation, free will, and the self. The book offers a refreshingly direct and engaging introduction to one of the most intriguing areas of philosophy.

The Temporal Order of Change in Daily Mindfulness and Affect During Mindfulness-Based Stress Reduction

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Snippe, Evelien; Nyklicek, Ivan; Schroevers, Maya J.; Bos, Elisabeth H.

Increases in mindfulness are assumed to lead to improvements in psychological well-being during mindfulness-based treatments. However, the temporal order of this association has received little attention. This intensive longitudinal study examines whether within-person changes in mindfulness precede

The temporal order of change in daily mindfulness and affect during mindfulness-based stress reduction

NARCIS (Netherlands)

Snippe, E.; Nyklicek, I.; Schroevers, M.

2015-01-01

Increases in mindfulness are assumed to lead to improvements in psychological well-being during mindfulness-based treatments. However, the temporal order of this association has received little attention. This intensive longitudinal study examines whether within-person changes in mindfulness precede

Mindful Parenting Training in Child Psychiatric Settings : Heightened Parental Mindfulness Reduces Parents' and Children's Psychopathology

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Meppelink, Renee; de Bruin, Esther I.; Wanders-Mulder, Femy H.; Vennik, Corinne J.; Bogels, Susan M.

Mindful parenting training is an application of mindfulness-based interventions that allows parents to perceive their children with unbiased and open attention without prejudgment and become more attentive and less reactive in their parenting. This study examined the effectiveness of mindful

Resisting Mind Control.

Science.gov (United States)

Anderson, Susan M.; Zimbardo, Philip G.

1980-01-01

Provides conceptual analyses of mind control techniques along with practical advice on how to resist these techniques. The authors stress that effective mind control stems more from everyday social relations than from exotic technological gimmicks. Suggestions are given for resisting persuasion, resisting systems, and challenging the system.…

The Challenges of Neural Mind-reading Paradigms

Directory of Open Access Journals (Sweden)

Oscar eVilarroya

2013-06-01

Full Text Available Neural mind-reading studies, based on multivariate pattern analysis (MVPA methods, are providing exciting new studies. Some of the results obtained with these paradigms have raised high expectations, such as the possibility of creating brain reading devices. However, such hopes are based on the assumptions that: a the BOLD signal is a marker of neural activity; b the BOLD pattern identified by a MVPA is a neurally sound pattern; c the MVPA’s feature space is a good mapping of the neural representation of a stimulus, and d the pattern identified by a MVPA corresponds to a representation. I examine here the challenges that still have to be met before fully accepting such assumptions.

The challenges of neural mind-reading paradigms.

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Vilarroya, Oscar

2013-01-01

Neural mind-reading studies, based on multivariate pattern analysis (MVPA) methods, are providing exciting new studies. Some of the results obtained with these paradigms have raised high expectations, such as the possibility of creating brain reading devices. However, such hopes are based on the assumptions that: (a) the BOLD signal is a marker of neural activity; (b) the BOLD pattern identified by a MVPA is a neurally sound pattern; (c) the MVPA's feature space is a good mapping of the neural representation of a stimulus, and (d) the pattern identified by a MVPA corresponds to a representation. I examine here the challenges that still have to be met before fully accepting such assumptions.

Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy

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Flook, Lisa; Goldberg, Simon B.; Pinger, Laura; Bonus, Katherine; Davidson, Richard J.

2013-01-01

Despite the crucial role of teachers in fostering children's academic learning and social-emotional well-being, addressing teacher stress in the classroom remains a significant challenge in education. This study reports results from a randomized controlled pilot trial of a modified Mindfulness-Based Stress Reduction course (mMBSR) adapted…

State Mindfulness During Meditation Predicts Enhanced Cognitive Reappraisal

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Hanley, Adam; Farb, Norman A.; Froeliger, Brett E.

2013-01-01

Putatively, mindfulness meditation involves generation of a state of “nonappraisal”, yet, little is known about how mindfulness may influence appraisal processes. We investigated whether the state and practice of mindfulness could enhance cognitive reappraisal. Participants (N = 44; M age = 24.44, SD = 4.00, range 19 – 38, 82.2% female) were randomized to either 1) mindfulness, 2) suppression, or 3) mind-wandering induction training conditions. Cognitive reappraisal was assessed with the Emotion Regulation Questionnaire (ERQ) prior to experimental induction, and state mindfulness was assessed immediately following induction using the Toronto Mindfulness Scale (TMS). Participants practiced their assigned strategy for one week and then were reassessed with the ERQ reappraisal subscale. Participants receiving mindfulness training reported significantly higher levels of state mindfulness than participants in the thought suppression and mind wandering conditions. Although brief mindfulness training did not lead to significantly greater increases in reappraisal than the other two conditions, state mindfulness during mindfulness meditation was prospectively associated with increases in reappraisal. Path analysis revealed that the indirect effect between mindfulness training and reappraisal was significant through state mindfulness. Degree of state mindfulness achieved during the act of mindfulness meditation significantly predicted increases in reappraisal over time, suggesting that mindfulness may promote emotion regulation by enhancing cognitive reappraisal. PMID:26085851

Greasing the Skids of the Musical Mind: Connecting Music Learning to Mind Brain Education

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Bugos, Jennifer A.

2015-01-01

Researchers suggest that musical training prepares the mind for learning; however, there are many obstacles to the implementation of research to practice in music education. The purpose of this article is to apply key principles of mind brain education to music education and to evaluate how music prepares the mind for learning. Practical teaching…

Neurotheology-Matters of the Mind or Matters that Mind?

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Shukla, Samarth; Acharya, Sourya; Rajput, Devendra

2013-07-01

Understanding the true nature of an individual, be it a child or an adult, a male or a female, is almost an impossible task. The vast abyss like behaviour of a human mind is virtually unfathomable. Yet, with the advent of neurosciences, it can be said that we, as the medical fraternity, have been in a position to decipher a considerable part of the human mind. This review accepts the fact that religion and theology have extreme reverence and respect. Yet, when it comes to extraordinary beliefs, phenomena, unimaginable feats and emotional deviations of the human mind, especially those which involve deep faiths and beliefs, comprehensive neuroscientific explanations from the emerging data, with the aid of elaborate neuroimaging, have proved to be extremely rational and logical. This review did make an attempt to untangle some facets of spirituality and to make rational explanations of the same. It was an attempt to understand the function of the mind (as an abstract) and the brain, on the spiritual experiences and sudden enlightments, the experience of togetherness with the universe, and to understand the phenomena of trance and an altered state of consciousness, which is better referred as the emerging science of neurotheology.

POSTERS AND CONCEPTUAL MAPS AS RESOURCES FOR TEACHING SCIENCES / PÓSTERS Y MAPAS CONCEPTUALES COMO RECURSOS PARA LA ENSEÑANZA DE LAS CIENCIAS

Directory of Open Access Journals (Sweden)

Ana María Jalil

2010-01-01

Full Text Available The posters and conceptual maps constitute resources used in different ways in teaching and didactic investigation: in the diagnosis to reveal previous ideas or for contrasting the obtained results by different groups of students. In a less frequent usage: in the evaluation of learning. Hence, its usage accounts for a great interest in the evaluation of global understanding of a topic, even in university level. In this work, the results gotten are shown during seven years: a posters, in the diagnosis stage and metalearning, b conceptual maps in groups and in partial and final evaluation, in both cases during the dictation of a university subject.

Pilates, Mindfulness and Somatic Education.

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Caldwell, Karen; Adams, Marianne; Quin, Rebecca; Harrison, Mandy; Greeson, Jeffrey

2013-12-01

The Pilates Method is a form of somatic education with the potential to cultivate mindfulness - a mental quality associated with overall well-being. However, controlled studies are needed to determine whether changes in mindfulness are specific to the Pilates Method or also result from other forms of exercise. This quasi-experimental study compared Pilates Method mat classes and recreational exercise classes on measures of mindfulness and well-being at the beginning, middle and end of a 15 week semester. Total mindfulness scores increased overall for the Pilates Method group but not for the exercise control group, and these increases were directly related to end of semester ratings of self-regulatory self-efficacy, perceived stress and mood. Findings suggest that the Pilates Method specifically enhances mindfulness, and these increases are associated with other measures of wellness. The changes in mindfulness identified in this study support the role of the Pilates Method in the mental well-being of its practitioners and its potential to support dancers' overall well-being.

Mind the gap! Automated concept map feedback supports students in writing cohesive explanations.

Science.gov (United States)

Lachner, Andreas; Burkhart, Christian; Nückles, Matthias

2017-03-01

Many students are challenged with the demand of writing cohesive explanations. To support students in writing cohesive explanations, we developed a computer-based feedback tool that visualizes cohesion deficits of students' explanations in a concept map. We conducted three studies to investigate the effectiveness of such feedback as well as the underlying cognitive processes. In Study 1, we found that the concept map helped students identify potential cohesion gaps in their drafts and plan remedial revisions. In Study 2, students with concept map feedback conducted revisions that resulted in more locally and globally cohesive, and also more comprehensible, explanations than the explanations of students who revised without concept map feedback. In Study 3, we replicated the findings of Study 2 by and large. More importantly, students who had received concept map feedback on a training explanation 1 week later wrote a transfer explanation without feedback that was more cohesive than the explanation of students who had received no feedback on their training explanation. The automated concept map feedback appears to particularly support the evaluation phase of the revision process. Furthermore, the feedback enabled novice writers to acquire sustainable skills in writing cohesive explanations. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Body Awareness: a phenomenological inquiry into the common ground of mind-body therapies.

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Mehling, Wolf E; Wrubel, Judith; Daubenmier, Jennifer J; Price, Cynthia J; Kerr, Catherine E; Silow, Theresa; Gopisetty, Viranjini; Stewart, Anita L

2011-04-07

Enhancing body awareness has been described as a key element or a mechanism of action for therapeutic approaches often categorized as mind-body approaches, such as yoga, TaiChi, Body-Oriented Psychotherapy, Body Awareness Therapy, mindfulness based therapies/meditation, Feldenkrais, Alexander Method, Breath Therapy and others with reported benefits for a variety of health conditions. To better understand the conceptualization of body awareness in mind-body therapies, leading practitioners and teaching faculty of these approaches were invited as well as their patients to participate in focus groups. The qualitative analysis of these focus groups with representative practitioners of body awareness practices, and the perspectives of their patients, elucidated the common ground of their understanding of body awareness. For them body awareness is an inseparable aspect of embodied self awareness realized in action and interaction with the environment and world. It is the awareness of embodiment as an innate tendency of our organism for emergent self-organization and wholeness. The process that patients undergo in these therapies was seen as a progression towards greater unity between body and self, very similar to the conceptualization of embodiment as dialectic of body and self described by some philosophers as being experienced in distinct developmental levels.

Body Awareness: a phenomenological inquiry into the common ground of mind-body therapies

Directory of Open Access Journals (Sweden)

Silow Theresa

2011-04-01

Full Text Available Abstract Enhancing body awareness has been described as a key element or a mechanism of action for therapeutic approaches often categorized as mind-body approaches, such as yoga, TaiChi, Body-Oriented Psychotherapy, Body Awareness Therapy, mindfulness based therapies/meditation, Feldenkrais, Alexander Method, Breath Therapy and others with reported benefits for a variety of health conditions. To better understand the conceptualization of body awareness in mind-body therapies, leading practitioners and teaching faculty of these approaches were invited as well as their patients to participate in focus groups. The qualitative analysis of these focus groups with representative practitioners of body awareness practices, and the perspectives of their patients, elucidated the common ground of their understanding of body awareness. For them body awareness is an inseparable aspect of embodied self awareness realized in action and interaction with the environment and world. It is the awareness of embodiment as an innate tendency of our organism for emergent self-organization and wholeness. The process that patients undergo in these therapies was seen as a progression towards greater unity between body and self, very similar to the conceptualization of embodiment as dialectic of body and self described by some philosophers as being experienced in distinct developmental levels.

Meditation experts try Virtual Reality Mindfulness: A pilot study evaluation of the feasibility and acceptability of Virtual Reality to facilitate mindfulness practice in people attending a Mindfulness conference.

Science.gov (United States)

Navarro-Haro, María V.; López-del-Hoyo, Yolanda; Campos, Daniel; Linehan, Marsha M.; Hoffman, Hunter G.; García-Palacios, Azucena; Modrego-Alarcón, Marta; Borao, Luis; García-Campayo, Javier

2017-01-01

Regular mindfulness practice benefits people both mentally and physically, but many populations who could benefit do not practice mindfulness. Virtual Reality (VR) is a new technology that helps capture participants’ attention and gives users the illusion of “being there” in the 3D computer generated environment, facilitating sense of presence. By limiting distractions from the real world, increasing sense of presence and giving people an interesting place to go to practice mindfulness, Virtual Reality may facilitate mindfulness practice. Traditional Dialectical Behavioral Therapy (DBT®) mindfulness skills training was specifically designed for clinical treatment of people who have trouble focusing attention, however severe patients often show difficulties or lack of motivation to practice mindfulness during the training. The present pilot study explored whether a sample of mindfulness experts would find useful and recommend a new VR Dialectical Behavioral Therapy (DBT®) mindfulness skills training technique and whether they would show any benefit. Forty four participants attending a mindfulness conference put on an Oculus Rift DK2 Virtual Reality helmet and floated down a calm 3D computer generated virtual river while listening to digitized DBT® mindfulness skills training instructions. On subjective questionnaires completed by the participants before and after the VR DBT® mindfulness skills training session, participants reported increases/improvements in state of mindfulness, and reductions in negative emotional states. After VR, participants reported significantly less sadness, anger, and anxiety, and reported being significantly more relaxed. Participants reported a moderate to strong illusion of going inside the 3D computer generated world (i.e., moderate to high “presence” in VR) and showed high acceptance of VR as a technique to practice mindfulness. These results show encouraging preliminary evidence of the feasibility and acceptability of

Meditation experts try Virtual Reality Mindfulness: A pilot study evaluation of the feasibility and acceptability of Virtual Reality to facilitate mindfulness practice in people attending a Mindfulness conference.

Directory of Open Access Journals (Sweden)

María V Navarro-Haro

Full Text Available Regular mindfulness practice benefits people both mentally and physically, but many populations who could benefit do not practice mindfulness. Virtual Reality (VR is a new technology that helps capture participants' attention and gives users the illusion of "being there" in the 3D computer generated environment, facilitating sense of presence. By limiting distractions from the real world, increasing sense of presence and giving people an interesting place to go to practice mindfulness, Virtual Reality may facilitate mindfulness practice. Traditional Dialectical Behavioral Therapy (DBT® mindfulness skills training was specifically designed for clinical treatment of people who have trouble focusing attention, however severe patients often show difficulties or lack of motivation to practice mindfulness during the training. The present pilot study explored whether a sample of mindfulness experts would find useful and recommend a new VR Dialectical Behavioral Therapy (DBT® mindfulness skills training technique and whether they would show any benefit. Forty four participants attending a mindfulness conference put on an Oculus Rift DK2 Virtual Reality helmet and floated down a calm 3D computer generated virtual river while listening to digitized DBT® mindfulness skills training instructions. On subjective questionnaires completed by the participants before and after the VR DBT® mindfulness skills training session, participants reported increases/improvements in state of mindfulness, and reductions in negative emotional states. After VR, participants reported significantly less sadness, anger, and anxiety, and reported being significantly more relaxed. Participants reported a moderate to strong illusion of going inside the 3D computer generated world (i.e., moderate to high "presence" in VR and showed high acceptance of VR as a technique to practice mindfulness. These results show encouraging preliminary evidence of the feasibility and acceptability

Wandering Minds and Wavering Rhythms: Linking Mind Wandering and Behavioral Variability

Science.gov (United States)

Seli, Paul; Cheyne, James Allan; Smilek, Daniel

2013-01-01

Mind wandering is a pervasive feature of human cognition often associated with the withdrawal of task-related executive control processes. Here, we explore the possibility that, in tasks requiring executive control to sustain consistent responding, moments of mind wandering could be associated with moments of increased behavioral variability. To…

The Mind-Body Problem.

Science.gov (United States)

Fodor, Jerry A.

1981-01-01

Describes several different philosophies of mind with each philosophy's explanation of the mind-body problem. Philosophies discussed include dualism, materialism, functionalism, radical behaviorism, logical behaviorism and central-state identity. (DS)

The Salient Map Analysis for Research and Teaching (SMART) method: Powerful potential as a formative assessment in the biomedical sciences

Science.gov (United States)

Cathcart, Laura Anne

This dissertation consists of two studies: 1) development and characterization of the Salient Map Analysis for Research and Teaching (SMART) method as a formative assessment tool and 2) a case study exploring how a paramedic instructor's beliefs about learners affect her utilization of the SMART method and vice versa. The first study explored: How can a novel concept map analysis method be designed as an effective formative assessment tool? The SMART method improves upon existing concept map analysis methods because it does not require hierarchically structured concept maps and it preserves the rich content of the maps instead of reducing each map down to a numerical score. The SMART method is performed by comparing a set of students' maps to each other and to an instructor's map. The resulting composite map depicts, in percentages and highlighted colors, the similarities and differences between all of the maps. Some advantages of the SMART method as a formative assessment tool include its ability to highlight changes across time, problematic or alternative conceptions, and patterns of student responses at a glance. Study two explored: How do a paramedic instructor's beliefs about students and learning affect---and become affected by---her use of the SMART method as a formative assessment tool? This case study of Angel, an expert paramedic instructor, begins to address a gap in the emergency medical services (EMS) education literature, which contains almost no research on teachers or pedagogy. Angel and I worked together as participant co-researchers (Heron & Reason, 1997) exploring the affordances of the SMART method. This study, based on those interactions with Angel, involved using open coding to identify themes (Strauss & Corbin, 1998) from Angel's views of students and use of the SMART method. Angel views learning as a sense-making process. She has a multi-faceted view of her students as novices and invests substantial time trying to understand their concept

Mindfulness-Based Interventions in Counseling

Science.gov (United States)

Brown, Amanda P.; Marquis, Andre; Guiffrida, Douglas A.

2013-01-01

Mindfulness is a relatively new construct in counseling that is rapidly gaining interest as it is applied to people struggling with a myriad of problems. Research has consistently demonstrated that counseling interventions using mindfulness improve well-being and reduce psychopathology. This article provides a detailed definition of mindfulness,…

Origins of Mindfulness & Meditation

DEFF Research Database (Denmark)

Singla, Rashmi

2011-01-01

Mindfulness & meditation are gaining popularity in the Western psychological practice in the past 3-4 decades, especially within psychotherapeutic approaches, health promotion, and stress reduction. The origins and the broader context, however, seem to be overlooked in some of these practices......- mind, centrality of consciousness and meditation as a part of daily conduct are presented. The basic constructs of Buddhism, an integral part of Indian psychology, in relation to mindfulness and meditation, are also delineated as illustrations of these assumptions. The second part reflects...... on the application of the meditative practices through cognitive existential study of mindfulness (Kabat-Zinn, 2003) and a study on the phenomenology of meditation (Madsen, 2007). Both emphasise an experienced instructor, regular practice as a part of daily life, conceptual consciousness understandings...

Mindfulness Meditation-Based Pain Relief Employs Different Neural Mechanisms Than Placebo and Sham Mindfulness Meditation-Induced Analgesia.

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Zeidan, Fadel; Emerson, Nichole M; Farris, Suzan R; Ray, Jenna N; Jung, Youngkyoo; McHaffie, John G; Coghill, Robert C

2015-11-18

Mindfulness meditation reduces pain in experimental and clinical settings. However, it remains unknown whether mindfulness meditation engages pain-relieving mechanisms other than those associated with the placebo effect (e.g., conditioning, psychosocial context, beliefs). To determine whether the analgesic mechanisms of mindfulness meditation are different from placebo, we randomly assigned 75 healthy, human volunteers to 4 d of the following: (1) mindfulness meditation, (2) placebo conditioning, (3) sham mindfulness meditation, or (4) book-listening control intervention. We assessed intervention efficacy using psychophysical evaluation of experimental pain and functional neuroimaging. Importantly, all cognitive manipulations (i.e., mindfulness meditation, placebo conditioning, sham mindfulness meditation) significantly attenuated pain intensity and unpleasantness ratings when compared to rest and the control condition (p pain intensity (p = 0.032) and pain unpleasantness (p pain intensity (p = 0.030) and pain unpleasantness (p = 0.043) ratings more than sham mindfulness meditation. Mindfulness-meditation-related pain relief was associated with greater activation in brain regions associated with the cognitive modulation of pain, including the orbitofrontal, subgenual anterior cingulate, and anterior insular cortex. In contrast, placebo analgesia was associated with activation of the dorsolateral prefrontal cortex and deactivation of sensory processing regions (secondary somatosensory cortex). Sham mindfulness meditation-induced analgesia was not correlated with significant neural activity, but rather by greater reductions in respiration rate. This study is the first to demonstrate that mindfulness-related pain relief is mechanistically distinct from placebo analgesia. The elucidation of this distinction confirms the existence of multiple, cognitively driven, supraspinal mechanisms for pain modulation. Recent findings have demonstrated that mindfulness meditation

Observing the mind instead of acting on it: How mindfulness empowers people to live healthily

NARCIS (Netherlands)

Keesman, Mike

2018-01-01

While much research suggests that mindfulness reduces cravings and other reactivity to energy-dense products, less is known about how mindfulness exactly works. In this dissertation, I took two steps to examine how mindfulness might operate on appetitive reactivity. First, I focused on the role of

Teaching Values: Thoughts on Hirsch, Bloom, and the Materials of the Classroom.

Science.gov (United States)

Eyler, Audrey S.

1989-01-01

Responds to E. D. Hirsch's "Cultural Literacy" and Allan Bloom's "The Closing of the American Mind," confronting questions of teaching values through literature. Argues that while teachers should deplore societal tyrannies, they can endorse the list proposed by Hirsch and allow students to develop their own responses to items…

A Mindtool-Based Collaborative Learning Approach to Enhancing Students' Innovative Performance in Management Courses

Science.gov (United States)

Wu, Chih-Hsiang; Hwang, Gwo-Jen; Kuo, Fan-Ray; Huang, Iwen

2013-01-01

Educators have indicated that creative teaching is the most important educational activity; nevertheless, most existing education systems fail to engage students in effective creative tasks. To address this issue, this study proposes a mind map based collaborative learning approach for supporting creative learning activities and enhancing…

Mindful Social Work?

Directory of Open Access Journals (Sweden)

Debaene, Raf

2009-12-01

Full Text Available Mindfulness gets growing attention in the education and practice of social work. It is seen as an important source of inspiration for social work and as a counterbalance for the rationalization of social work. Hick states that mindfulness “is an orientation to our everyday experiences that can be cultivated by means of various exercises and practices. By opening up in a particular way to their internal and external experiences, social workers and clients are better able to understand what is happening to them in both a psychological and sociological sense. With this understanding, people are better able to see the variety of ways in which they can respond. Habitual reactions are more easily avoided, and inner peace and balance are developed” (Hick 2009: 1. Despite this praise of mindfulness as an important source of inspiration and the expectation that its popularity might expand in the next century, it is argued in this essay by Raf Debaene that mindfulness, although possibly very useful in some settings, had very little to do with social work.

Relationship of mindful awareness to neural processing of angry faces and impact of mindfulness training: A pilot investigation.

Science.gov (United States)

Lee, Athene K W; Gansler, David A; Zhang, Nanyin; Jerram, Matthew W; King, Jean A; Fulwiler, Carl

2017-06-30

Mindfulness is paying attention, non-judgmentally, to experience in the moment. Mindfulness training reduces depression and anxiety and influences neural processes in midline self-referential and lateralized somatosensory and executive networks. Although mindfulness benefits emotion regulation, less is known about its relationship to anger and the corresponding neural correlates. This study examined the relationship of mindful awareness and brain hemodynamics of angry face processing, and the impact of mindfulness training. Eighteen healthy volunteers completed an angry face processing fMRI paradigm and measurement of mindfulness and anger traits. Ten of these participants were recruited from a Mindfulness-Based Stress Reduction (MBSR) class and also completed imaging and other assessments post-training. Self-reported mindful awareness increased after MBSR, but trait anger did not change. Baseline mindful awareness was negatively related to left inferior parietal lobule activation to angry faces; trait anger was positively related to right middle frontal gyrus and bilateral angular gyrus. No significant pre-post changes in angry face processing were found, but changes in trait mindful awareness and anger were associated with sub-threshold differences in paralimbic activation. These preliminary and hypothesis-generating findings, suggest the analysis of possible impact of mindfulness training on anger may begin with individual differences in angry face processing. Copyright © 2017 Elsevier Ireland Ltd. All rights reserved.

Effects of mindfulness-based stress reduction on depression, anxiety, stress and mindfulness in Korean nursing students.

Science.gov (United States)

Song, Yeoungsuk; Lindquist, Ruth

2015-01-01

Nursing students often experience depression, anxiety, stress and decreased mindfulness which may decrease their patient care effectiveness. Mindfulness-based stress reduction (MBSR) effectively reduced depression, anxiety and stress, and increased mindfulness in previous research with other populations, but there is sparse evidence regarding its effectiveness for nursing students in Korea. To examine the effects of MBSR on depression, anxiety, stress and mindfulness in Korean nursing students. A randomized controlled trial. Fifty (50) nursing students at KN University College of Nursing in South Korea were randomly assigned to two groups. Data from 44 students, MBSR (n=21) and a wait list (WL) control (n=23) were analyzed. The MBSR group practiced mindfulness meditation for 2 h every week for 8 weeks. The WL group did not receive MBSR intervention. Standardized self-administered questionnaires of depression, anxiety, stress and mindfulness were administered at the baseline prior to the MBSR program and at completion (at 8 weeks). Compared with WL participants, MBSR participants reported significantly greater decreases in depression, anxiety and stress, and greater increase in mindfulness. A program of MBSR was effective when it was used with nursing students in reducing measures of depression, anxiety and stress, and increasing their mindful awareness. MBSR shows promise for use with nursing students to address their experience of mild depression, anxiety and stress, and to increase mindfulness in academic and clinical work, warranting further study. Copyright © 2014 Elsevier Ltd. All rights reserved.

The origins of language in teaching.

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Laland, Kevin N

2017-02-01

I introduce seven criteria for determining the validity of competing theories for the original function of language. I go on to present a novel explanation that meets all the criteria: language originally evolved to teach kin. I suggest that the use of symbols subsequently generated evolutionary feedback at two levels, in the form of self-modified selection pressures that favored structures in the mind that functioned to manipulate and use symbols with efficiency, and cultural selection on languages for learnability.

Young & restless: Validation of the Mind-Wandering Questionnaire (MWQ reveals disruptive impact of mind-wandering for youth

Directory of Open Access Journals (Sweden)

Michael D. Mrazek

2013-08-01

Full Text Available Mind-wandering is the focus of extensive investigation, yet until recently there has been no validated scale to directly measure trait levels of task-unrelated thought. Scales commonly used to assess mind-wandering lack face validity, measuring related constructs such as daydreaming or behavioral errors. Here we report four studies validating a Mind-Wandering Questionnaire (MWQ across college, high school, and middle school samples. The 5-item scale showed high internal consistency, as well as convergent validity with existing measures of mind-wandering and related constructs. Trait levels of mind-wandering, as measured by the MWQ, were correlated with task-unrelated thought measured by thought sampling during a test of reading comprehension. In both middle school and high school samples, mind-wandering during testing was associated with worse reading comprehension. By contrast, elevated trait levels of mind-wandering predicted worse mood, less life-satisfaction, greater stress, and lower self-esteem. By extending the use of thought sampling to measure mind-wandering among adolescents, our findings also validate the use of this methodology with younger populations. Both the MWQ and thought sampling indicate that mind-wandering is a pervasive – and problematic – influence on the performance and well-being of adolescents.

Is learning mindfulness associated with improved affect after mindfulness-based cognitive therapy?

NARCIS (Netherlands)

Schroevers, Maya J.; Brandsma, R.

2010-01-01

The increased popularity of mindfulness-based interventions and the growing body of empirical evidence confirming the positive effects of these interventions on well-being warrant more research to determine if the effects are indeed related to learning mindfulness. The present study extends previous

Mecanismos neurocognitivos de la terapia basada en mindfulness / Neurocognitive mechanisms of the mindfulness based therapy

Directory of Open Access Journals (Sweden)

Manolete S. Moscoso

2015-12-01

Full Text Available RESUMEN Presentamos un resumen y una breve historia del creciente campo de Intervenciones Basadas en mindfulness o conciencia plena. En los últimos tiempos, existe un gran interés en este modelo terapéutico para reducir la vulnerabilidad al estrés crónico y distrés emocional. Mindfulness requiere intencionalmente enfocar nuestra atención a las experiencias que ocurren en el momento presente. A medida que la investigación avanza en esta temática, es vital definir cuidadosamente la estructura de mindfulness y comprender mejor sus mecanismos de acción neurocognitiva. Este informe presenta un marco conceptual que enfatiza el papel central de control atencional y mecanismos de sostenibilidad para desarrollar las habilidades de conciencia plena. También, repasamos la estructura de mindfulness y la autorregulación de las emociones; luego describimos brevemente nuestra investigación relacionada con nuestro programa de Reducción del Estrés en Cáncer de Mama basado en Mindfulness (MBSR-AC en la University of South Florida. Se presenta, a partir de esta premisa, un modelo propuesto que explica nuestros mecanismos cognitivos basados en la lógica del modelo de biocomportamental. ABSTRACT We are presenting an overview and a brief history of the growing field of Mindfulness Based Interventions. There has been a significant interest in this therapeutic model to reduce vulnerability to chronic stress and emotional distress in recent times. Mindfulness requires intentionally bringing our attention to the experiences that occur in the present moment. As the research advances in this line of inquiry, it is vital to carefully define the construct of Mindfulness and better understand its neurocognitive mechanisms of action. This review presents conceptual framework that emphasizes the central role of attentional control and sustainability mechanisms to build mindfulness skills. We also review the construct of Mindfulness and self-regulation of

Mindfulness-Based Stress Reduction

Science.gov (United States)

... R S T U V W X Y Z Mindfulness-Based Stress Reduction (MBSR) Information 6 Things You ... Disease and Dementia (12/20/13) Research Spotlights Mindfulness-Based Stress Reduction, Cognitive-Behavioral Therapy Shown To ...

Mindfulness-baseret kognitiv terapi

DEFF Research Database (Denmark)

van der Velden, Anne Maj; Piet, Jacob; Møller, Anne Buch

2017-01-01

Mindfulness-based cognitive therapy (MBCT) is an evidencebased psychotherapeutic intervention, which integrates elements of cognitive behavioural therapy for depression with the clinical application of mindfulness meditation. MBCT is currently recommended in several national clinical guidelines a...

Efter mindfulness

DEFF Research Database (Denmark)

Stjernholm, Ole; Ehrensvärd, Martin Gustaf

Tematiserer nogle af de udfordringer, der møder dig, som regelmæssigt praktiserer mindfulness og kommer med bud på, hvad bevidsthedens vaner og mønstre betyder for dybden af stilhed - og hvordan man kan arbejde med den viden.......Tematiserer nogle af de udfordringer, der møder dig, som regelmæssigt praktiserer mindfulness og kommer med bud på, hvad bevidsthedens vaner og mønstre betyder for dybden af stilhed - og hvordan man kan arbejde med den viden....

The role of mindfulness in tourism: Tourism businesses' perceptions of mindfulness in Dubai, UAE

OpenAIRE

Dutt, Chris; Ninov, Ivan

2016-01-01

Mindfulness is the ability of an individual to actively process information surrounding them with the aim of using that information to draw distinctive or novel conclusions. By facilitating mindfulness, businesses can benefit from having a stronger competitive advantage, increased loyalty, and provide a more meaningful experience to their customers. Mindfulness is a state of awareness that can be encouraged in individuals regardless of their mental state or demographic characteristics; almost...

Distinguishing the cognitive processes of mindfulness: Developing a standardised mindfulness technique for use in longitudinal randomised control trials.

Science.gov (United States)

Isbel, Ben; Summers, Mathew J

2017-07-01

A capacity model of mindfulness is adopted to differentiate the cognitive faculty of mindfulness from the metacognitive processes required to cultivate this faculty in mindfulness training. The model provides an explanatory framework incorporating both the developmental progression from focussed attention to open monitoring styles of mindfulness practice, along with the development of equanimity and insight. A standardised technique for activating these processes without the addition of secondary components is then introduced. Mindfulness-based interventions currently available for use in randomised control trials introduce components ancillary to the cognitive processes of mindfulness, limiting their ability to draw clear causative inferences. The standardised technique presented here does not introduce such ancillary factors, rendering it a valuable tool with which to investigate the processes activated in mindfulness practice. Copyright © 2017 Elsevier Inc. All rights reserved.

Mindfulness at Cam

OpenAIRE

Jones, Peter Brian; Dufour, G; Galante, Julieta; English, E

2016-01-01

The University of Cambridge and the National Institute for Health Research and Collaboration for Leadership in Applied Health Research and Care (NIHR CLAHRC), East of England, are currently undertaking research into the effectiveness of mindfulness as a way of combatting student stress. In this article, various stakeholders in the project describe its purpose, its focus, and the delivery of mindfulness sessions to students.

Walk and learn: an empirical framework for assessing spatial knowledge acquisition during mobile map use

OpenAIRE

Brügger, Annina; Richter, Kai-Florian; Fabrikant, Sara I

2016-01-01

We gladly use automated technology (e.g., smart devices) to extend our hard working minds. But what if such technology turns into mind crutches we cannot do without? Understanding how varying levels of automation in mobile maps might impact navigation performance and spatial knowledge acquisition will provide important insights for the ongoing debate on the potentially detrimental effects of using navigation systems on human spatial cognition. We need to identify the right balance between sys...

Clinical concept mapping: Does it improve discipline-based critical thinking of nursing students?

Science.gov (United States)

Moattari, Marzieh; Soleimani, Sara; Moghaddam, Neda Jamali; Mehbodi, Farkhondeh

2014-01-01

Background: Enhancing nursing students’ critical thinking is a challenge faced by nurse educators. This study aimed at determining the effect of clinical concept mapping on discipline-based critical thinking of nursing students. Materials and Methods: In this quasi-experimental post-test only design, a convenient sample of 4th year nursing students (N = 32) participated. They were randomly divided into two groups. The experimental group participated in a 1-day workshop on clinical concept mapping. They were also assigned to use at least two clinical concepts mapping during their clinical practice. Post-test was done using a specially designed package consisting of vignettes for measurement of 17 dimensions of critical thinking in nursing under two categories of cognitive critical thinking skills and habits of mind. They were required to write about how they would use a designated critical thinking skills or habits of mind to accomplish the nursing actions. The students’ responses were evaluated based on identification of critical thinking, justification, and quality of the student's response. The mean score of both groups was compared by Mann-Whitney test using SPSS version 16.5. Results: The results of the study revealed a significant difference between the two groups’ critical thinking regarding identification, justification, and quality of responses, and overall critical thinking scores, cognitive thinking skills, and habits of mind. The two groups also differed significantly from each other in 11 out of 17 dimensions of critical thinking. Conclusion: Clinical concept mapping is a valuable strategy for improvement of critical thinking of nursing students. However, further studies are recommended to generalize this result to nursing students in their earlier stage of education. PMID:24554963

Clinical concept mapping: Does it improve discipline-based critical thinking of nursing students?

Science.gov (United States)

Moattari, Marzieh; Soleimani, Sara; Moghaddam, Neda Jamali; Mehbodi, Farkhondeh

2014-01-01

Enhancing nursing students' critical thinking is a challenge faced by nurse educators. This study aimed at determining the effect of clinical concept mapping on discipline-based critical thinking of nursing students. In this quasi-experimental post-test only design, a convenient sample of 4(th) year nursing students (N = 32) participated. They were randomly divided into two groups. The experimental group participated in a 1-day workshop on clinical concept mapping. They were also assigned to use at least two clinical concepts mapping during their clinical practice. Post-test was done using a specially designed package consisting of vignettes for measurement of 17 dimensions of critical thinking in nursing under two categories of cognitive critical thinking skills and habits of mind. They were required to write about how they would use a designated critical thinking skills or habits of mind to accomplish the nursing actions. The students' responses were evaluated based on identification of critical thinking, justification, and quality of the student's response. The mean score of both groups was compared by Mann-Whitney test using SPSS version 16.5. The results of the study revealed a significant difference between the two groups' critical thinking regarding identification, justification, and quality of responses, and overall critical thinking scores, cognitive thinking skills, and habits of mind. The two groups also differed significantly from each other in 11 out of 17 dimensions of critical thinking. Clinical concept mapping is a valuable strategy for improvement of critical thinking of nursing students. However, further studies are recommended to generalize this result to nursing students in their earlier stage of education.

Mind Your Words: Positive and Negative Items Create Method Effects on the Five Facet Mindfulness Questionnaire

Science.gov (United States)

Van Dam, Nicholas T.; Hobkirk, Andrea L.; Danoff-Burg, Sharon; Earleywine, Mitch

2012-01-01

Mindfulness, a construct that entails moment-to-moment effort to be aware of present experiences and positive attitudinal features, has become integrated into the sciences. The Five Facet Mindfulness Questionnaire (FFMQ), one popular measure of mindfulness, exhibits different responses to positively and negatively worded items in nonmeditating…

Mind full of life: Does mindfulness confer resilience to suicide by increasing zest for life?

Science.gov (United States)

Collins, Khan R L; Stritzke, Werner G K; Page, Andrew C; Brown, Julia D; Wylde, Tricia J

2018-01-15

Mindfulness is a trainable skill that may enhance resilience to suicidality among vulnerable groups such as young people. The current study examined whether mindfulness protects against suicidal desire in the face of heightened risk and adversity by increasing zest for life in a sample of university students. In a prospective design, participants (N = 233) were assessed at two time points over eight weeks. Online surveys included the Mindful Attention and Awareness Scale, Zest for Life Scale, Interpersonal Needs Questionnaire, Kessler Psychological Distress Scale, and items assessing suicidal ideation and suicidal intent. Baseline mindfulness was associated with lower suicidal ideation and intent at follow-up. Moderated mediation analyses confirmed the effects of mindfulness on ideation and intent were mediated by zest for life and these indirect effects were stronger at higher versus lower levels of general (psychological distress) and suicide-specific (perceived burdensomeness and thwarted belongingness) risk. Single item assessments of suicidal desire. Findings suggest that mindfulness protects against suicidal desire in conditions of heightened risk and adversity by enhancing one's orientation towards a life worth living. Theories of suicide should consider the dynamic interplay between risk and life-sustaining resilience, while clinicians treating suicidality could use mindfulness strategies to strengthen the desire to (re)engage with life, thereby complementing direct amelioration of suicide risk factors. Copyright © 2017 Elsevier B.V. All rights reserved.

Opening Minds or Changing Them? Some Observations on Teaching Introductory Linguistics.

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Milambiling, Joyce

2001-01-01

Analyzes the teaching of linguistics and ethics of representing linguistic issues in a persuasive way, examining tensions between telling it like it is and telling it in a way that students will listen. The paper highlights persuasion, the introduction of linguistic concepts, the importance of understanding dialects and their role in education,…

Mindful Teaching: Laying the Dharma Foundations for Buddhist Education in Australia

Science.gov (United States)

Rhea, Zane Ma

2012-01-01