• Proceedings of the Korea Information Processing Society Conference
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• 2015.04a
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• pp.1036-1037
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• 2015

마인드맵은 브레인스토밍을 할 수 있는 효과적인 도구이다. 본 연구에서는 기존의 마인드맵 서비스가 공동 작업에 한계가 있음을 인지하고, 공동 작업을 지원하는 마인드맵 서비스를 개발하는 것을 목표로 하였다. 해당 연구에서는 프로젝트 구성원이 개별적으로 마인드맵을 편집 및 작성하고, 마인드맵을 통합하며, 마인드맵 편집 과정을 실시간으로 공유할 수 있는 기능을 개발하였다. 본 시스템은 HTML과 JavaScript로 개발되었다.

• Journal of The Korean Association of Information Education
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• v.13 no.2
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• pp.215-224
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• 2009

The aim of teaching writing is not to memorize a single piece of knowledge but to acquire higher thinking that could be related to other fields using learners' various reading experiences and schemata. Among several strategies or techniques to write well, it is recommended to use a mind-map technique. A mind-map software applies the mind-map technique into computer for learners to study autonomously. However, the mind-map software is not common in educational fields yet and there are only few studies on the effect of it. Therefore, this study analyzed various curricula to extract the elements of writing and developed a mind-map software program which was applied and tested. As a result, the writing program using the mind-map software was effective in promoting learners' motivation and lowering anxiety. It also improved learners' competence of writing such as understanding, analytic thinking, creativity, ability to organize, and expression.

• Journal of Gifted/Talented Education
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• v.9 no.1
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• pp.127-147
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• 1999

본 연구는 마인드맵이 아동의 작문수행에 미치는 효과를 연구하기 위해 이루어졌다. 연구 대상자는 초등학교 6학년 학생 78명(2학급)으로, 각 학급을 실험집단과 통제집단에 각각 무선으로 배정하고 사전검사를 실시하였다. 이어서 10차시에 걸친 실험을 실시하고 실험을 마친 다음날 직후검사를 하였다. 실험의 파지효과를 알아보기 위해서는 실험 종류 1주 후에 파지검사를 실시하였다. 본 연구에서 사용된 측정도구는 작문검사(사전검사, 직후검사 및 파지검사)이다. 작문의 채점에 있어서는 2명의 채점자가 분석적 평가 기준에 따라 채점한 것을 합산하여 사용하였다. 분석결과는 다음과 같다. 1) 마인드맵이 아동의 작문수행에 미치는 효과는 긍정적이었다. 2) 마인드맵이 아동의 작문수행에 미치는 효과는 지속적이었다. 이러한 연구결과는 아이디어를 창출하고 아이디어를 조작하며 글을 개정하는 과정에서 마인드맵이 유용한 학습도구로서 이용될 수 있음을 시사해준다. 또한 정규교실에 있는 영재아들에게도 양반구의 기능을 고루 활용하는 마인드맵이 독자적인 학습방법으로 유용하게 활용될 수 있을 것으로 보인다.

• The Journal of the Convergence on Culture Technology
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• v.4 no.1
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• pp.187-192
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• 2018

Mind map is a very useful technique for brainstorming. Therefore, it can be effectively used for collaboration as a creative group conception. However, existing mind map software is not possible to collaborate because it is difficult to share mind map or discuss among members. In this study, we developed a mind map system that can support collaborative work as well as individual authoring and editing. This can incorporate individual mind maps of members into mind map of team, share and discuss them, and modify the mind map. This is convenient because it does not require a separate program installation, and verifies usability to support the process of collaborative process through usability evaluation.

• School Mathematics
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• v.6 no.4
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• pp.325-344
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• 2004

This study was carried out to investigate effects of the mindmap note-taking for the formation of the mathematical concepts structure and the matjematical creativity. Two classes were randomly chosen for this study from the third grade students of a middle school located in a medium size city. Thirty one lecture hours of the mindmap note-taking on the quadratic equation and functions were administered to the experimental class of 41 students, while same lecture hours of the ordinary instruction on the same contents were administered to the control class of 40 students. It was shown from this experiment that there ware significant evidences of improvement both in the formation of students' mathematical concepts structure and mathematical creativity through the mindmap note-taking lecture. Hence, the mindmap note-taking lecture is suggested for the improvement in the formation of student's mathematical concepts structure and mathematical creativity.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.247-252
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• 2011

Smartphones which are a recent worldwide trend, have the advantage of minimizing the constraints of time and space as using a variety of resources and capabilities. Mindmap which is for organizing ideas more systematically, helps develop the creativity and increase thinking power. In this study, we developed on application that can create text-based mind mapping based on the Android smart phones. Anywhere and anytime, using a mobile phone capable of taking advantage of creating a mind map will be a big help with your organizing, keeping and managing creative thinking. In my proposal, we need to develop another application which can use a variety ofmultimedia data and share with others' mindmaps.

• Journal of Gifted/Talented Education
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• v.26 no.2
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• pp.257-280
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• 2016

This study is focused on how the science gifted students can improve their system thinking by applying 3-steps mind map activities about astronomy contents. Through the pre-study two times, 9 students in 6th grade were participated in this study. It was analyzed the degree of improvement of systems thinking through the science gifted students' mind maps, causal maps and their interviews. The results of the study showed that the experimental group's system thinking who learned 3-steps mind map activities was more complex and diverse than the controlled group's. Therefore 3-steps mind map activities that have been developed in this study will be valuable as an alternative to improve their system thinking. Through this study, 3-steps mind map activities were confirmed that by inducing background knowledge activation and thinking systematization can be an alternative to improve the system thinking of science gifted students. So the 3-steps mind map activities can be helpful in cultivate human resources with creative problem solving ability based on their system thinking.

• Journal of the Korean School Mathematics Society
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• v.9 no.3
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• pp.385-403
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• 2006

This paper investigates how Mind map, Concept map, and Vee diagram facilitates learning mathematics. It also analyzes characteristics, structure, how to make a mall, the possible ways of use and its implications in detail for each map and provides how they can be used for learning mathematics. Mind map is one of most effective tools to make man's thinking power stronger and use the given time as the new way of learning mathematics. Concept map provides the various concepts learned by students more visually with a structured format. As a last, Vee diagram began with the question to explore for the given situation as the tool which is effective in doing exploring and making knowledge acquired vivid in students mind.

• Journal of the Korean Chemical Society
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• v.59 no.2
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• pp.164-178
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• 2015

The purpose of this study was to design a teaching and learning method conductive to the development of creative thinking skills and investigate its effects. It has been developed integrated mind map with feature of visualizing the divergent thinking to the aspects of Science (S), Technology (T) & Engineering (E), Arts (A), Mathematics (M). Integrated mind map can be divided into four types of STEAM type, STEA type, STEM type, STE type depending on the category of key words in the first branch. And Integrated mind map can be divided into three levels of guided, intermediate, open depending on the teacher's guide degree. And also integrated mind map activities were carried out in the form of group, class share as well as individual. This study was implemented during a semester and students in experiment group experienced individual-integrated mind map activity 10 times, group-integrated mind map activity 10 times, class share-integrated mind map activity 3 times. The results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills (p<.05). And there was a statistically meaningful improvement in fluency, flexibility, originality as a sub-category of creative thinking skills(p <.05). Also creative thinking skills are not affected by the level of cognitive, academic performance, gender (p<.05). In conclusion, it was found that 'integrated mind map activity' improved student's creative thinking skills. There was no interaction effect about creative thinking skills between the teaching strategy and cognitive level, achivement, gender of those students.

• Journal of the Korean earth science society
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• v.23 no.8
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• pp.632-639
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• 2002

The purpose of the study is to develop a scoring rubric for students’ mind maps. The participants of this research were students in two fourth-grade classes selected from an elementary school in Pyungtaek-shi. After receiving basic training, students developed mind maps four times while teaming two science units. In order to score the mind maps, a scoring rubric was developed. To estimate the reliability of the rubric, selected mind maps were marked by three teachers and correlational coefficients were calculated with SPSS. As a result of the study, a scoring rubric consisted of three domains, central circle, branches, and expression were developed. The reliability of the rubric is proven to be high to very high.