Publication:
Supporting pre-schoolers’ acquisition of geometric knowledge through mind mapping

Simple item page
dc.contributor.authorPOLAT, ÖZGÜL
dc.contributor.authorsSEZER T., POLAT Ö.
dc.date.accessioned2023-09-13T11:57:20Z
dc.date.accessioned2026-01-11T18:39:59Z
dc.date.available2023-09-13T11:57:20Z
dc.date.issued2022-10-01
dc.description.abstractMind mapping refers to the use of a specific graphic organizer to support learning. This paper describes the effect of mind mapping on pre-schoolers’ geometric learning. Using a pre- and posttest control group quasi-experimental model, researchers found that the use of mind maps resulted in a statistically significant difference in geometry learning for pre-schoolers (mean age = 65.0 months). These results are discussed in terms of their ramifications for pre-school geometry education, as well as for the use of mind maps with pre-school children.
dc.identifier.citationSEZER T., POLAT Ö., "Supporting pre-schoolers’ acquisition of geometric knowledge through mind mapping", Electronic Journal for Research in Science & Mathematics Education, cilt.26, sa.3, ss.86-105, 2022
dc.identifier.endpage105
dc.identifier.issnEISSN-2692-241X
dc.identifier.issue3
dc.identifier.startpage86
dc.identifier.urihttps://ejrsme.icrsme.com/article/view/21488
dc.identifier.urihttps://hdl.handle.net/11424/293377
dc.identifier.volume26
dc.language.isoeng
dc.relation.ispartofElectronic Journal for Research in Science & Mathematics Education
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectyoung children
dc.subjectearly geometry teaching
dc.subjectmind mapping
dc.subjectpreschool education
dc.titleSupporting pre-schoolers’ acquisition of geometric knowledge through mind mapping
dc.typearticle
dspace.entity.typePublication

Files

Original bundle

Now showing 1 - 1 of 1
Thumbnail Image
Name:
file.pdf
Size:
2.62 MB
Format:
Adobe Portable Document Format
Download

Collections

Araştırma Çıktıları