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International Journal of Innovation and Applied Studies
ISSN: 2028-9324     CODEN: IJIABO     OCLC Number: 828807274     ZDB-ID: 2703985-7
 
 
Tuesday 20 October 2020

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Mind Mapping as a Procedural Concept in Design Learning


Volume 26, Issue 1, April 2019, Pages 84–89

 Mind Mapping as a Procedural Concept in Design Learning

Essam Ahmed Odah Odah1 and Amany Mashour Hendy2

1 Assistant professor of Industrial Design, Industrial Design Department, Faculty of Applied Design, Helwan University, Egypt
2 Interior Design and Furniture Department, Faculty of Applied Arts, Damietta University, Egypt

Original language: English

Received 2 January 2019

Copyright © 2019 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract


Year after year knowledge grows and the different fields of science are becoming more intertwined, interrelated and complex. This requires new teaching methodologies for students so they can learn most of these fields. The future students will then be able to learn the full scientific material so that future scientists can easily add to it. The method of mind mapping is considered one of the most important methods used to improve the teaching process which can achieve maximum potential in the recipient’s understanding of the scientific content with the use of the left and the right hemisphere of the learner's brain to understand and absorb the suggested scientific material. This mind mapping strategy offers the possibility of developing concepts and their links and its classifications in the right categories which saves time and effort to the learner. The results of a survey for a group of academic and Masters and PHD’s students came out positive on whether they prefer using the mind mapping strategy in teaching design in all stages of education (bachelor, masters and doctorate) for its time and effort saving, especially for students of Design and engineering colleges who deals with colors and pictures. Furthermore, the technical construction during the educational stages of these students within these colleges makes them highly capable of understanding the concepts and relationships in the way of the mind mapping s. The problem of research resides in the difficulties most professors, even those who have years of experience, face when it comes to their students’ understanding of some materials; some students are slow to absorb some of the contents of the lesson, especially those which are filled with information. The solution is to reduce the amount of information in the lecture, or to divide it. The purpose of the research is to determine the compatibility of the mind mapping method with the absorption capacity of Design and engineering courses along with determining the extent of its efficiency in the different educational stages? Also, the research asks questions such as: What are the reasons learners prefer to use mind mapping as strategy? Is it the habit of dealing with colors and images behind the preference of the sample in the way of mind mapping? Or the interest in the practical applications more than the theoretical part of the courses? What is the effect of the technical skills of Design and engineering students majors in their ability to understand the shapes and images used in the method of mind mapping, through the surveys and analytical and the work of surveys.

Author Keywords: Mind Mapping, Design Learning, Efficiency Learning, Mind mapping advantages, Creativity learning.


How to Cite this Article


Essam Ahmed Odah Odah and Amany Mashour Hendy, “Mind Mapping as a Procedural Concept in Design Learning,” International Journal of Innovation and Applied Studies, vol. 26, no. 1, pp. 84–89, April 2019.