- GRADUATE STUDIES
- STUDENT LIFE
C. Angus Morgan-Janes
This qualitative study examined the effectiveness of Thinking Maps in support of inquiry science. Two sets of questions guided this study: Question One: How is the use of inquiry science an effective instructional practice? Do students use science inquiry methods correctly? How do students show their understanding of science concepts? Question Two: How is the use of Thinking Maps an effective instructional practice?
Research involved analyzing student use of Thinking Maps to show their understanding of energy concepts, revealing unanticipated outcomes. Students receiving remedial reading instruction were able to use Thinking Maps more effectively than either the "gifted and talented" or "average" learner groups. Additional studies regarding the possible correlation between learning styles and use could extend this study and provide additional information in the effort to ensure teachers use methods to increase achievement for all students.
The dissertation was successfully defended in August 2009.