TEACHING SCIENCE WITH MIND MAPPING INSTRUCTIONAL STRATEGY IN TERTIARY INSTITUTION

Mind mapping has been considered a non-linear approach in a classroom environment which is encouraging the students to think and explore different concepts of the subject matter by using the visual special relationship of different components of the topic to frame a central theme and create branches from the theme which are interrelated. The study has been conducted to find the importance of using the graphical tool to improve the learning experience of students in the science classroom in secondary education. The qualitative data has been collected by using secondary resources. A non-probability sampling technique purposive sampling has been used to conduct the research. The data analysis has been performed by using a widely used approach by researcher thematic analysis. The result has discussed in the periphery of three domains that mind mapping is effective for improving cognitive processes, critical thinking, and high-order thinking skills, elevating the quality of teaching strategy by educators and improving the problem-solving ability of students. It has been found that the use of mind maps in STEM education has gained significant attention from educators. The lack of proper teacher training facilities for using ICT-enabled mind map software is a gap that is restricting the use of ICT in classrooms. Improving the quality of teacher training and providing necessary facilities by the school authorities is recommended to mitigate this problem. It is expected that the result of the report will provide the necessary support to future researchers in the field of education to get insights into the research topic.