The Effect of High School Earth Science Instruction Using Mind Map

The purpose of this study was to identify the effect that using mind map instruction has on the students` scientific inquiry skill and science-related attitudes in 11th grade in the earth science instruction. The objects of this study were consisted of two classes with 11th graders at K public high school in Kimhea city. The experimental group using mind map was lessoned 2 hours a week for 10 weeks. On the other hand, the controlled group was traditionally taught. Each group was consisted of 34 students. Student`s science inquiry skills and science-related attitudes were assessed in pre-test, and then each group was instructed. The post-test was conducted after the instruction. Findings were as follows: First, As for the scientific inquiry skill, the result revealed that there was a statistically significant difference between the two groups. This finding means that the mind map instruction was more effectiveto improve students` scientific inquiry skills. Second, Regarding the science-related attitudes, the t-test analysis showed that there was a statistically significant difference between the two groups. This result implies that the mind map instruction was more effective in promoting students` attitudes toward science. In conclusion, the earth science instruction using mind map showed more effectiveness on the high school students` improvement of their science inquiry skills and science-related attitudes.