Use of the activating technique – Mind Mapping – in the implementation ...

Anna RYCHŁY-LIPIŃSKA

Pomeranian University, Slupsk

Poland

ORCID: 0000-0001-9467-6682

anna.rychly-lipinska@apsl.edu.pl

USE OF THE ACTIVATING TECHNIQUE – MIND MAPPING

– IN THE IMPLEMENTATION OF THE SUBJECT:

ECONOMIC SECURITY

WYKORZYSTANIE TECHNIKI AKTYWIZUJĄCEJ – MIND

MAPPING – W REALIZACJI PRZEDMIOTU:

BEZPIECZEŃSTWO EKONOMICZNE

“The soul never thinks without a mental image.”

Aristotle

Abstract: The aim of this paper is to present and encourage the use of activation methods in

conducting classes with students. The article describes one activation technique – Mind Map-

ping. The author also describes the course of summary classes in the subject of ‘Economic

Security’, during which this technique was used. The main objectives of conducting the above

mentioned classes using Mind mapping were: 1. To include all students from a given group in

the process of summarizing the knowledge of a given subject; 2. To motivate students to inde-

pendently systematize the content learned during the classes. The author also asked herself the

questions: 1. Is it worth combining the so-called traditional forms of teaching with activating

methods? Do students like classes with the use of active methods? On the basis of literature

review and students’ answers to a survey conducted at the end of classes, it can be denitely

conrmed that it is worthwhile incorporating activation methods during classes as they actively

engage students in the learning process. The use of activation methods leads to a signicant

increase in eciency and improvement of the entire didactic process.

The following research methods are used in this paper: a literature review on the presented

topic and a survey questionnaire. The purpose of the literature review is to introduce the reader

to the activation methods, their division and the individual steps of creating mind mapping. The

purpose of the questionnaire survey among students was to obtain feedback on how to conduct

classes with the use of the mind mapping activation method. The article presents a map made

by students of the National Security major, as part of the nal classes of the course ‘Economic

Security’ implemented in the academic year 2018/2019, who prepared a summary of the acqui-

red knowledge using the discussed activation technique.

39gl;;

Nr 6 ss. 39–55 2021

ISSN 2543–7321 Przyjęto: 29.03.2022

Oryginalna praca badawcza DOI: 10.34858/SNB.6.2021.004

STUDIA NAD BEZPIECZEŃSTWEM

40 Anna Rychły-Lipińska

Zarys treści: Celem artykułu jest przedstawienie i zachęcenie do stosowania metod aktywiza-

cyjnych w prowadzeniu zajęć ze studentami. Artykuł opisuje jedną technikę aktywacji – Mind

Mapping. Autorka pisze również o przebiegu zajęć podsumowujących z przedmiotu „Bezpie-

czeństwo ekonomiczne”, podczas których zastosowano tę technikę. Głównymi celami prowa-

dzenia w/w zajęć z wykorzystaniem Mind Mapping były: 1. Włączenie wszystkich studentów

z danej grupy w proces podsumowania wiedzy z danego przedmiotu; 2. Zmotywowanie stu-

dentów do samodzielnego usystematyzowania treści poznanych na zajęciach. Autorka zadała

sobie również pytania. 1. Czy warto łączyć tzw. tradycyjne formy nauczania z metodami akty-

wizującymi? Czy uczniowie lubią zajęcia z wykorzystaniem metod aktywnych? Na podstawie

przeglądu literatury oraz odpowiedzi studentów na ankietę przeprowadzoną na zakończenie za-

jęć można z całą pewnością stwierdzić, że warto na zajęciach stosować metody aktywizujące,

które aktywnie angażują studentów w proces uczenia się. Stosowanie metod aktywizacyjnych

prowadzi do znacznego wzrostu efektywności i usprawnienia całego procesu dydaktycznego.

W pracy wykorzystano następujące metody badawcze: przegląd literatury przedmiotu oraz

kwestionariusz ankiety. Celem przeglądu literatury jest zapoznanie czytelnika z metodami ak-

tywizacji, ich podziałem oraz poszczególnymi etapami tworzenia map myśli. Celem badania

ankietowego wśród uczniów było uzyskanie informacji zwrotnej na temat prowadzenia zajęć

z wykorzystaniem aktywizacyjnej metody mapowania umysłu. W artykule przedstawiono

mapę wykonaną przez studentów kierunku Bezpieczeństwo Narodowe w ramach zajęć końco-

wych realizowanych w roku akademickim 2018/2019 kursu „Bezpieczeństwo ekonomiczne”,

którzy przygotowali podsumowanie zdobytej wiedzy z wykorzystaniem omawianej techniki

aktywizacyjnej.

Key words: activating methods, activating techniques, Mind maps, didactic process

Słowa kluczowe: metody aktywizujące, techniki aktywizujące, mapy umysłu, proces dydak-

tyczny

Introduction

Globalization, dynamic technological progress, almost unlimited access to infor-

mation, and at the same time social isolation of the younger generation, due to the

current pandemic, pose new challenges to civilization, especially to teaching sta at

all levels of education.1

The development of civilization and the resulting economic, social and cultural

changes are the causes of changes in people, their needs and abilities. These changes

are the result of people striving to adapt to the new situation by acquiring knowledge,

experience and competences helpful in nding themselves in the surrounding reality.

The need to acquire knowledge and the ability to use it in life is one of the elementary

human needs described by psychologists, as well as the purpose of the educational

process, which accompanies a person for most of their life.2

1 M. Szewczuk-Stępień, M. Adamska, Efektywność procesu dydaktycznego wykorzystującego

metody aktywizujące. Współczesne zarządzanie. Koncepcje i wyzwania, A. Sopińska, A. Modliń-

ski (red.), SGH, Warszawa 2020, s. 359–376.

2 S. Rapacka-Wojtala, Metody aktywizujące w nauczaniu dorosłych, czyli jak sprawić, aby studen-

tom chciało się chcieć, 187_208_Rapacka-Wojtala.pdf (lodz.pl), [access: 04.12.2021].

Use of the activating technique – Mind Mapping – in the implementation ...

When it comes to higher education teaching, it is worth noting that it is now sig-

nicantly dierent from the patterns of learning that operated back in the 20th centu-

ry. Universities now operate in a single market, giving members of their community

almost unlimited opportunities to study in another country or at another university.

Thanks to this approach, students are becoming citizens of the world, aware of the

opportunities created by the global market. Of course, their awareness of their va-

lue also increases, i.e. they know exactly what they expect. Globalization thus poses

a number of challenges to the development of the teaching, learning and creativity

process, among which are the following:3

▪the university is no longer just a place of transmitting and acquiring knowledge,

it is a space where personalities permanently meet and forms of communication

evolve (e.g. Internet knowledge portals are created and used);

▪ students constitute a social group, which eciently uses modern information

technologies (e.g. creating network communities, using pedagogical platforms,

including simulation games);

▪an academic teacher must create a climate for greater involvement of learners in

the learning process, thereby giving them responsibility for the outcome of their

education;

▪society is brought up in the constant presence of television and the Internet,

and as we know, modern media provide strong visual and auditory impressions,

which in turn stimulates greater creativity;

▪the student is more and more often also an employee who has to face the necessi-

ty of solving real problems on a daily basis, therefore the tasks set before them

must be ambitious.

Currently, universities are places where students develop their own talents and

bring out their creative potential. All this should take place in the spirit of subjectivity,

personalism and individualism.4

One of the ways to improve the quality of the educational process is to use activa-

ting methods in didactic work. It is these methods that are an integral part of problem-

-based learning, they t into the models of inquiry teaching and cooperative learning.5

3 M. Szewczuk-Stępień, M. Adamska, Efektywność procesu dydaktycznego wykorzystującego

metody aktywizujące, Współczesne zarządzanie. Koncepcje i wyzwania, A. Sopińska, A. Modliń-

ski (red.), SGH, Warszawa 2020, s. 359–376.

4 J. Wnęk-Gozdek, Formy i metody aktywizowania studentów, Formy i metody aktywizowania

studentów, [w:] Współczesne wyzwania dydaktyki szkoły wyższej (up.krakow.pl), [access:

04.12.2021].

5 J. Wnęk-Gozdek, Formy i metody aktywizowania studentów..., op. cit.

42 Anna Rychły-Lipińska

Learning pyramid

Looking at the process of knowledge transfer, it is worth noting the so-called lear-

ning pyramid (Figure 1), showing the average percentage value of content assimilated

by the student and transferred by dierent teaching methods. It shows that from a lec-

ture delivered by a traditional method, only 5% of the material is remembered. Multi-

media presentation shows about a 20% recall, while the most ambitious classes so far,

with the use of IT equipment, results in only 30% of the material being memorized.

Much better results, as much as 50% of the assimilation of content, can be obtained

during the seminar form of classes, in which students are inspired to exchange views

during discussions. As much as 75% of the material will be learned through practical

activities such as well-planned projects, preferably team projects. However, the most

benecial eects are achieved when students use the acquired knowledge on an on-

going basis and pass it on independently to other students in an understandable form.6

Fig. 1. Learning pyramid

Source: Pawełczyk M., Nowoczesne metody nauczania w technicznej uczelni wyższej,

URL: https://www-arch.polsl.pl/Jednostki/RJO3-KS/Documents/MPawelczyk.pdf [access:

04.12.2021].

It is precisely the greatest percentage of assimilation, understanding and also recall

of information that is associated with teaching another person. It is about the student

transferring the knowledge to another student in such a way that it is understandable

and that this person is able to apply it in practice.7

6 M. Pawełczyk, Nowoczesne metody nauczania w technicznej uczelni wyższej, https://www-arch.

polsl.pl/Jednostki/RJO3-KS/Documents/MPawelczyk.pdf, [access: 04.12.2021].

7 Ibidem.

Use of the activating technique – Mind Mapping – in the implementation ...

Activating methods

“That old idea that you can turn up to the lecture to sit passively

and get lled up with knowledge, just does not stand the test:

You have to work actively in order to learn anything…”8

A teacher stands in the front of the classroom and talks. Students listen and maybe

take notes. After the lecture, students write in their notebooks and complete exercises.

Sound familiar?

This model of teaching, where a teacher provides information and pupils’ role is

just to sit still and listen, is an old school method. Sometimes there is a place for this

model as well, but if it is the only teaching method in the class, all skills (in learning,

socializing, collaborating) will become narrow. Traditional teaching is only one part,

although it still has an important role in creating peace and safety in the classroom.

Students of dierent ages need dierent methods.9 That old idea that you can turn up

to the lecture to sit passively and get lled up with knowledge just does not stand the

test: you have to work actively in order to learn anything – both pedagogic and neu-

robiological research show this. In order to understand and remember what is being

said in a lecture it is crucial that the students are made to use that new knowledge du-

ring the lecture. Students should constantly be made to reect and relate to questions

– they should constantly have the feeling of being “on.” This principle counts for all

kinds of teaching.10

Active learning is an approach to instruction that involves actively engaging stu-

dents with the course material through discussions, problem solving, case studies,

role plays and other methods. Active learning approaches place a greater degree of

responsibility on the learner than passive approaches such as lectures, but instructor

guidance is still crucial in the active learning classroom. Active learning activities

may range in length from a couple of minutes to whole class sessions or may take

place over multiple class sessions.11

Activating methods are a category of methods characterized by the fact that in the

teaching process the students’ activity should exceed the activity of the lecturer. These

methods, by denition, stimulate greater involvement, are more attractive and charac-

terized by higher eciency. The main advantage of this approach is the possibility

of improving skills that are useful not only during the classes, but also in everyday

life, including professional life, e.g. the ability to think analytically, to look critically,

to combine facts and events, and above all to make inferences. Activation teaching

methods emphasize that their foundation is to ‘activate’ students by teaching them

8 https://medium.com/cultivate-grow-your-teaching/tips-for-student-activating-teaching-fe72a-

e0c8de9, [access: 04.12.2021].

9 https://learningscoop./activating-methods-in-classroom/, [access: 04.12.2021].

10 https://medium.com/cultivate-grow-your-teaching/tips-for-student-activating..., op. cit.

11 https://www.queensu.ca/teachingandlearning/modules/active/04_what_is_active_learning.html,

[access: 04.12.2021].

44 Anna Rychły-Lipińska

how to ‚discover’ on their own using real examples and with the mentoring support

of the teacher12.

The use of a variety of activity-based methods in working with students is impor-

tant because information from the human external environment is received through

all the senses in a polysensory manner. Full use of the brain’s potential results from

the participation of all the senses in the process of getting to know the world and lear-

ning.13 As a result of these changes, the teacher ceases to be a specialist in their eld

and becomes a facilitator of the learning process. They take on the role of a reecti-

ve researcher and creator of the learning process.14 When using activating methods,

imagination, experiencing, using emotional strategies play an important role, which is

based on research on the brain, because it is known that information with an emotio-

nal tone is easier to remember than neutral information.15 How to dene an activating

method? One denition explains that the activation methods are‚ a group of teaching

methods characterized by the fact that in the learning process the activity of the lear-

ner exceeds the activity of the teaching subject. In order to better understand the above

denition, it is worth analysing it carefully:16

▪the focus is shifted from the educational programme to the learner, developing

their competencies,

▪the learner is the active subject; they acquire knowledge through their own

experience and exploration,

▪the task of the teacher is to create a reality that is conducive to acquisition,

emotional involvement, solving dicult situations,

▪teaching takes into account all the processes of group dynamics.

12 M. Szewczuk-Stępień, M. Adamska, Efektywność procesu dydaktycznego wykorzystującego me-

tody aktywizujące. Współczesne zarządzanie. Koncepcje i wyzwania, A. Sopińska, A. Modliński

(red.), SGH, Warszawa 2020, s. 359–376.

13 B. Gola, D. Pauluk, Stosowanie metod aktywizujących przejawem profesjonalizmu nauczyciela

akademickiego, https://edukacjaustawicznadoroslych.itee.radom.pl/images/2015/2/03_2_2015.

pdf, [access: 04.12.2021].

14 J. Wnęk-Gozdek, Formy i metody aktywizowania studentów..., op. cit.

15 B. Gola, D. Pauluk, Stosowanie metod aktywizujących przejawem profesjonalizmu..., op.cit.

16 J. Wnęk-Gozdek, Formy i metody aktywizowania studentów..., op. cit.

Use of the activating technique – Mind Mapping – in the implementation ...

Activating methods and techniques

Give me a sh and I will have something to eat all day long.

Teach me to sh and I will have something to eat all my life.

J. Krzyżewska

In the literature you can nd the terms: methods and techniques of activation.

What is the dierence between methods and techniques and is there any systemization

of them?

Activation methods and techniques have been classied in a number of ways. One

of the many possible attempts to organize the methods and techniques of activation is

a distinction presented by A. Klimowicz, who indicates the division of methods and

assigns each of them specic techniques A. Klimowicz distinguishes:17

– discussion (with the associated techniques: panel debate, pros and cons, meta-

plan, six hats according to de Bono);

– role-playing (techniques: simulations, didactic games and plays, drama, role-

-plays);

– analysing and solving problems (techniques: brainstorming, decision tree,

‘U’ procedure, pyramid of priorities, diamond ranking, case study);

– learning in small teams (corresponding techniques: puzzle, snowball, relay);

– visualization (techniques: mind map, map of associations, creating posters, co-

mics, rebus, interactive exhibition);

– project;

– portfolio;

– task stations.

The origins of Mind Maps

Mind maps emerged in the 1970s. Their creator is considered to be the English

psychologist Tony Buzan, who died in 2019, who, together with his brother (Barry

Buzan) developed their theoretical basis and then practical applications in various

elds – from education to business.18

One classic denition is that: ‘Mind maps are a system for storing, organi-

zing, and prioritizing data using words and pictures, each of which will stimula-

te specic memory resources and stimulate new thoughts and insights’. Accor-

ding to another denition: ‘Mind maps are a method of creating notes in graphical

form. They make it easier to organize and structure information – making it ea-

sier to remember and understand’. To draw up a mind map you not only need to

17 B. Gola, D. Pauluk, Stosowanie metod aktywizujących przejawem profesjonalizmu..., op.cit.

18 A. Radomski, O zastosowaniu map myśli w nauce i edukacji, „Kultura i Historia” nr 36/2019 (2).

46 Anna Rychły-Lipińska

understand the content, but also know how to organise the information to a high

enough degree.19

The genesis of Mind maps was the idea that we could take notes in a dierent way

and then remember the data they contain better when we use dierent note-taking

methods. The previous method, which is still dominant, consists in writing certain

information in a linear order, i.e. from left to right and from top to bottom. Most of

the time, such notes have the form of sentences, the same letter size, colour and some

phrases may be bulleted at most. This system of note taking, as T. Buzan points, out

has many disadvantages. The most important ones include:20

– length of notes;

– diculty in memorizing;

– time-consuming execution;

– lack of stimulation of the brain for further creative and imaginative work.

In addition, these types of notes are dicult to add to and expand upon. As Tony

Buzan wrote, ‘This system uses only left-brain memory mechanisms in which words,

tables, logic, order, sequence, and numbers play a major role. Imagination, associa-

tion, exaggeration, humour and absurdity, colour, rhythm and sensory impressions

are completely ignored’. Mind maps are more eective because, according to Tony

Buzan, they better reect how the brain works. The human brain does not think line-

arly but in dierent directions at the same time – starting from single, central starting

points, in the form of images or keywords (Figure 2) – this is called radial thinking.

Thus, the concept of Mind maps is designed to function like the brain, i.e. to reect

the radial thinking mentioned above.21

The rst Mind maps appeared over 40 years ago. They were drawn up by hand on

sheets of paper. The technological revolution and the advent of the digital age have

‘revitalised’ the classic Mind map. Tools for creating digital Mind maps have been

developed and their appearance has signicantly broadened their functions and possi-

bilities. Currently, Mind maps are mainly created on computers and various types of

mobile devices (tablets, smartphones, etc.).22

19 Ibidem.

20 Ibidem.

21 Ibidem.

22 Ibidem.

Use of the activating technique – Mind Mapping – in the implementation ...

Fig. 2. Neurons in the brain – radial thinking

Source: https://wyborcza.pl/napamiec/7,139301,16645287,ile-mamy-neuronow-w-mozgu.

html?disableRedirects=true, [access: 04.12.2021].

What is Mind Mapping?

Mind maps were dened by Buzan as ― an expression of Radiant Thinking and

is therefore a function of the human mind and ― a powerful graphic technique which

provides a universal key to unlocking the potential of the brain. Mind mapping has

four essential characteristics:

1. the subject attention is crystallized in a central image;

2. the main themes of the subject radiate from the central image as branches;

3. branches comprise a key image or key word printed on an associated line, and

4. the branches form a connected nodal structure.

Similar to a concept map, a Mind map is also a kind of graphic organizer, which is

described as two-dimensional visual knowledge representations, including owcharts,

timelines and tables. They show relationships among concepts or processes by means

of spatial position, connecting lines and intersecting gures.23

Mind maps are graphical representations of information. In contrast to the tra-

ditional, linear notes you might make in a text document or even on paper, Mind

maps let you capture thoughts, ideas and keywords on a blank canvas. These ideas

are organized in a two-dimensional structure, with the title/main idea always located

in the centre of the map for visibility. Related ideas branch o from the centre in all

directions, creating a radiant structure.24

23 Ying Liu，Guoqing Zhao, Guozhen Ma and Yuwei Bo, The Eect of Mind Mapping on Teach-

ing and Learning Meta-Analysis, https://www.researchgate.net/publication/297833919_The_Ef-

fect_of_Mind_Mapping_on_Teaching_and_Learning_A_Meta-Analysis, [access: 04.12.2021].

24 https://www.mindmeister.com/blog/why-mind-mapping/, [access: 04.12.2021].

48 Anna Rychły-Lipińska

Mind mapping is a powerful technique to help you visually develop and orga-

nize ideas and information. Mind maps provide a structured way to capture and or-

ganize ideas and information. They help users to understand concepts by breaking

them down into their component parts. The technique is used to develop new ideas,

or to break down and better understand existing information. Whether developing

new ideas or organizing existing information, Mind maps help you see how informa-

tion ts together. Mind maps provide an expansive and exible structure to support

one’s thinking.25

Unlike other visual diagrams, a Mind map is built around a single central topic

(Figure 3). All the information on the map is “anchored” to the same start point. By

placing the main idea at the centre, it is easier to understand the core focus of the Mind

map (Figure 4).26

Fig. 3. Principles for creating a Mind Map

Source: https://www.mindmaps.com/what-is-mind-mapping, [access: 04.12.2021].

Tree-like branches make up a Mind map. They can expand and grow as you de-

velop your ideas. Each branch shows information organized as topics and subtopics,

based on categorizations and connections identied by the map creator. The result is

a structured hierarchy of information at all levels of the Mind map.27

Reasons to use Mind mapping28

The list of benets of Mind maps is very long. First of all, Mind maps can help

you:

– Improve your memory with visual cues, words and images.

– Identify relationships between dierent topics.

– Develop your subject understanding.

25 https://www.mindmaps.com/what-is-mind-mapping, [access: 04.12.2021].

26 Ibidem.

27 Ibidem.

28 https://www.port.ac.uk/student-life/help-and-advice/study-skills/mind-mapping, [access:

04.12.2021].

Use of the activating technique – Mind Mapping – in the implementation ...

– Connect your ideas and experiences to the literature you study.

– Explore subjects broadly and in depth.

– Organise your thoughts to plan and structure assignments.

– Decide what to include or exclude in projects, including contextual informa-

tion.

– Introduce new ideas and resources to a topic as you learn more about it.

Building a Mind map29

1. Write your map subject in the middle of the page. Your content will link to this

subject and spread out from the main heading. Your subject could be a topic or

idea, or information from a text.

2. Add key ideas to your map by writing their headings on the page and drawing

a connecting line between them and your main heading. Continue breaking

each section down and adding links between subjects to create smaller, specic

Mind maps on the page. This is a great chance to explore specic topics more

deeply.

3. Use key words or images to represent each piece of information.

4. Link new content to your current map – ideas should always be connected to

something else in the Mind map. Adding new information to your current map

layout encourages you to engage with the content so you can decide if it needs

to be included and where it ts in your structure.

5. Change the style, size or colour of items to represent important content.

6. Use colours to identify themes and relationships. Some information in your

map may t more than one map ‘branch.’ Colour-coding and extra connecting

lines will help you keep track of this.

Who uses Mind mapping?30

Mind mapping is used by people in business, education, government, the charity

sector and at home.

In business, Mind mapping is used for project planning, strategic thinking and ma-

naging meetings. Mind mapping software helps teams to develop their ideas more

collaboratively. Online mapping allows people to build o of each other’s ideas and

develop a shared understanding of a situation. It can also break down complex proje-

cts into more manageable parts.

In education, students of all ages use Mind maps for note taking, summarizing

subject information and planning written assignments. Educators are use Mind

maps for lesson planning, innovative homework assignments and group exercises

29 Ibidem.

30 https://wwwmindmaps.com/what-is-mind-mapping, [access: 04.12.2021].

50 Anna Rychły-Lipińska

in the classroom. Outside of these elds, many individuals use Mind maps to help

with their organization and future planning. People often use Mind maps to plan their

weeks, their goals and their careers.

Fig. 4. Basic information about the Mind Map

Source: based on https://www.mindmaps.com/what-is-mind-mapping, [access: 04.12.2021].

The use of a Mind map during classes with students

Students majoring in National Security as part of the nal classes of the course

‘Economic Security’ conducted in the academic year 2018/2019 prepared a summary

of the acquired knowledge, using the Mind Mapping technique. The main objectives

of conducting the activity using Mind mapping were:

1. to involve all the students in the group in the process of summarizing the kno-

wledge of the subject;

2. motivating students to independently systematize the content learned during

the classes.

The summary session began with a presentation of information about the Mind

Mapping technique, its origins, benets of its use and rules of creation. Then students

were divided into groups of 4–5. Each group was given large sheets of paper and dif-

ferent coloured marker pens. Students were given the following instructions:31

31 The Eects of Mind Mapping Activities on Students’ Motivation, https://digitalcommons.geo-

rgiasouthern.edu/cgi/viewcontent.cgi?article=1314&context=ij-sotl, [access: 04.12.2021].

Use of the activating technique – Mind Mapping – in the implementation ...

Step one: Brainstorm:

1. Write the topic in the centre of a blank page. Topic: State economic security.

2. Use colours, pictures, words, and symbols to record any ideas, topics, research

or theories that are associated with the topic. You can place these anywhere on

the page. Associate freely and do not lter out ideas at this point; anything and

everything is okay.

Step 2: Organization:

1. Map the relationships between the ideas or key points using lines, arrows, co-

lours and words to link them.

2. Identify the type of relationship between ideas or points, such as: contrasts,

similarities, cause and eect. Write these relationships along the linking lines.

Step 3: Mind Map:

1. Once you are comfortable with the associations and organization in your brain-

storm, then use the ideas that you have developed to draw out your nal Mind

map.

After completing the task, each group discussed their Mind map.

A selected Mind map, representing the learned issues related to National Econo-

mic Security, that was made by students is shown in Figure 5.

Fig. 5. Mind Map –State economic security

Source: Prepared on the basis of a Mind map made by students of National Security.

52 Anna Rychły-Lipińska

After discussing the Mind maps, students were asked to complete a short survey

(4 questions and an opportunity to freely write comments) regarding their evaluation

of how the activities were conducted. The survey included the following questions:

1. Did you like the way the class was conducted using the Mind mapping techni-

que?

☐denitely yes

☐rather yes

☐dicult to say

☐rather no

☐denitely no

2. Did the tutor explain the principles of Mind mapping in an understandable way?

☐denitely yes

☐rather yes

☐dicult to say

☐rather no

☐denitely no

3. During the classes in which teams worked using the Mind mapping technique,

was the atmosphere conducive to communication and cooperation?

☐denitely yes

☐rather yes

☐dicult to say

☐rather no

☐denitely no

4. How would you assess the way the classes were conducted using the Mind

mapping technique?

☐denitely high, I was able to recall and systematize a lot of information

☐rather highly

☐dicult to say

☐I prefer lectures where the teacher presents the content

☐I did not like the way the classes were conducted

Use of the activating technique – Mind Mapping – in the implementation ...

Twenty-seven students responded to the survey presented above. Twenty-three

students answered that they denitely liked the way the Mind mapping activities were

conducted (three students answered rather yes, and one student answered dicult

to say). Twenty students strongly agreed that the teacher explained the principles of

Mind mapping in an understandable way (ve students answered – rather yes; two

students – dicult to say). Twenty-one students indicated working in an atmosphere

conducive to communication and cooperation (ve students answered – rather yes;

one student – dicult to say). Nineteen students assessed the way the classes were

conducted using Mind mapping techniques as very high; ve students – rather high;

two – dicult to say; one student chose the answer: I prefer lectures where the teacher

presents the content. Interestingly, there were sixteen freely given comments in the

questionnaires which presented their own opinions about the conducted classes. Some

of the opinions were:

1. the time passed exceptionally quickly for me during this class;

2. it’s been a long time since I had so much fun during the classes, is it possible to

conduct such classes more often?

3. I like this way of repeating knowledge. I will use Mind mapping when prepa-

ring for other subjects.

4. I like working in a team.

5. it’s amazing how on one page quite a lot of knowledge can be presented.

On the basis of the students’ answers in the survey conducted at the end of the

classes, it can be denitely conrmed that it is worthwhile incorporating activation

methods during the classes, as they introduce the culture of teamwork as well as enga-

ge the students actively in the learning process. This leads to a signicant increase in

eciency and improvement of the entire didactic process in a given subject.

Conclusions

The traditional view of the student as someone whose task is to absorb the in-

formation provided by the teacher must, to an even greater extent, give way to

an approach in which the teacher acts as a guide. A special place in teaching

should be given to the teacher-student relationship and solutions that allow it to

evolve into a master-student relationship. The lecturer should become an inspira-

tion to gain knowledge and should try to prepare the student to seek and deepen

it independently.32

It is commonly said that university graduates enter the job market with extensive

knowledge, but very often without the ability to use it in practice in an organiza-

tion. Therefore, an important element of the applied methodology should be a skilful

32 M. Szewczuk-Stępień, M. Adamska, Efektywność procesu dydaktycznego wykorzystującego

metody aktywizujące, Współczesne zarządzanie. Koncepcje i wyzwania, A. Sopińska, A. Modliń-

ski (red.), SGH, Warszawa 2020, s. 359–376.

54 Anna Rychły-Lipińska

combination of forms and techniques of classes, or nding the so-called golden

mean in the use of administering methods (e.g. lecture, talk) and activating methods

(e.g. discussion, simulations, training games, case studies, brainstorming, solving pra-

ctical tasks).33

Obviously, in order to increase the eectiveness of the teaching process, the sta

must have appropriate qualications and didactic and scientic competences and re-

gularly improve and update them. Lecturers should be increasingly obliged to use

diversied didactic methods involving students in the learning process and to use

innovative educational methods.34

It is also crucial to convey knowledge to students in a communicative way, to te-

ach them to associate facts, to show connections with subjects composing a coherent

study programme, to instil the ability to work eectively in a team, while retaining

courage and sound argumentation in presenting their ideas.35

For this to be possible, it is necessary to take into account the individual pre-

dispositions of the student, the conditions in which the learning process takes

place and the existing atmosphere in the group. Also important are the personal

predispositions of the lecturers themselves, their preferences regarding the subject

they teach and their teaching experience. Being a good facilitator and guide is a

great art. M. Taraszkiewicz points out another very important issue that must be

taken into account when using these methods: ‘each activation method has its own

specicity, involves a dierent type of experience and brings – in eect – (die-

rent) educational results’. Therefore, the use of activating methods in the process

of education should always be preceded by thorough preparation and planning of

individual steps.36

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34 Ibidem.

35 M. Pawełczyk, Nowoczesne metody nauczania w technicznej uczelni wyższej, https://www-arch.

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Summary

The global changes we are witnessing force changes in the approach to education. Only indivi-

dualized and creative approaches will allow the eective facing of new tasks in the future. It is

important to skilfully combine various forms and methods of conveying knowledge and skills.

It is about combining elements characteristic of traditional didactics, e.g. lectures, exercises,

seminars or laboratories, with elements using technological solutions, such as e-learning or

interactive simulation tools, as well as practical input resulting from including entities from

the university environment in the teaching process, e.g. study visits in institutions, meetings

with business.37

37 M. Szewczuk-Stępień, M. Adamska, Efektywność procesu dydaktycznego..., op. cit.