Students usually lack motivation for learning subjects which they perceive as difficult to learn. That is, most students want to get good marks with the least amount of effort. Although some subjects are more complex and abstract than the others, using an appropriate teaching approach can change students’ perception on how difficult learning these subjects is. Physics is usually regarded as difficult to learn, so students are often unmotivated to learn this subject. Besides, students have great difficulty in gaining meaningful learning on this subject because lecturing-based instruction is the most common teaching approach (Stanivuk, Bogdanović, & Skuban, 2015; Stanivuk, Skuban, & Bogdanović, 2015; Tanel & Erol, 2008, according to Márquez, Manuel, Llinás, & Macías, 2017). The use of appropriate teaching approach can enhance students’ acquiring of physics contents at all levels of education (Cvjetićanin, Obadović, & Rančić, 2015; Zouhor, Bogdanović, Skuban, & Pavkov-Hrvojević, 2017). For this reason, in the last decades, teaching approaches have been developed based on a constructivist approach to teaching and learning (Dhindsa & Anderson, 2011). The aim of these approaches is to increase the performance of students taking into account the limit of working memory and encouraging active participation of students in creating their own knowledge. If knowledge is presented as a link between concepts and propositions (Douma, Ligierko, & Romano, 2009), then it is clear that there is a need to introduce techniques of visual representation of knowledge (Meyer, 2010). There are numerous techniques for visualizing information in teaching process. Some of them are: conceptual maps, mind maps, conceptual diagram, visual metaphor, semantic networks, etc. (Eppler, 2006; Parikh, 2015). A concept map is a top-down diagram showing the relationships between concepts, including cross connections and their manifestations (Eppler, 2006). Since concepts are very clearly connected to each other, concept maps represent knowledge structures as a whole Zvezdan Z.Gagić, Sonja J. Skuban, Branka N. Radulović, Maja M. Stojanović, Olivera Gajić University of Novi Sad, Serbia Abstract. Primary school students generally lack motivation for learning physics, which they perceive as a difficult subject. In order to overcome this problem, it is necessary to apply appropriate teaching approach. The aim of this research was to assess the educational efficiency of mind maps in physics and students’ involvement when this approach is used. A pre-test – post-test control group design was used. The sample of this research consisted of 113 seventh-grade students divided into an experimental and a control group. The students in the experimental group were taught physics using mind maps and the students in the control group were taught using conventional teaching approach. The data were collected by using two physics knowledge tests and perceived mental effort scale. The data were analyzed using ANOVA, t-test and chi-square test. The obtained results showed that the educational efficiency of teaching with the use of mind maps was greater than the efficiency of conventional teaching approach. Besides that, the students’ involvement in the experimental group was higher than the one in the control group. The implementation of mind maps in teaching physics in primary schools can increase students’ motivation for learning physics and lower their mental effort.

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思维导图在物理教学中的实施：教育效率和学生参与

学生通常缺乏学习他们认为难以学习的科目的动力。也就是说，大多数学生都希望以最少的努力获得好成绩。虽然有些科目比其他科目更复杂和抽象，但使用适当的教学方法可以改变学生对学习这些科目有多难的看法。物理通常被认为很难学，所以学生往往没有动力去学习这门学科。此外，学生很难在该主题上获得有意义的学习，因为基于讲授的教学是最常见的教学方法（Stanivuk, Bogdanović, & Skuban, 2015; Stanivuk, Skuban, & Bogdanović, 2015; Tanel & Erol, 2008，根据Márquez、Manuel、Llinás 和 Macías，2017 年）。使用适当的教学方法可以提高学生在各级教育中对物理内容的获取（Cvjetićanin、Obadovic 和 Rančić，2015 年；Zouhor、Bogdanović、Skuban 和 Pavkov-Hrvojević，2017 年）。出于这个原因，在过去的几十年里，教学方法是基于建构主义的教学方法发展起来的（Dhindsa & Anderson，2011）。这些方法的目的是在考虑到工作记忆的限制并鼓励学生积极参与创造自己的知识的情况下提高学生的表现。如果知识被表示为概念和命题之间的链接（Douma、Ligierko 和 Romano，2009），那么很明显需要引入知识的视觉表示技术（Meyer，2010）。在教学过程中有许多可视化信息的技术。其中一些是：概念图、思维导图、概念图、视觉隐喻、语义网络等（Eppler，2006；Parikh，2015）。概念图是一种自上而下的图表，显示了概念之间的关系，包括交叉连接及其表现形式（Eppler，2006）。由于概念之间的联系非常明确，概念图将知识结构表示为一个整体 Zvezdan Z.Gagić、Sonja J. Skuban、Branka N. Radulovic、Maja M. Stojanović、Olivera Gajić 塞尔维亚诺维萨德大学摘要。小学生普遍缺乏学习物理的动力，他们认为这是一门困难的科目。为了克服这个问题，有必要采用适当的教学方法。本研究的目的是评估使用这种方法时物理思维导图的教育效率和学生的参与。使用了前测-后测控制组设计。这项研究的样本由 113 名七年级学生组成，分为实验组和对照组。实验组学生使用思维导图进行物理教学，对照组学生使用常规教学方法进行教学。数据是通过使用两个物理知识测试和感知心理努力量表收集的。使用方差分析、t 检验和卡方检验分析数据。所得结果表明，使用思维导图教学的教学效率高于常规教学方法的教学效率。除此之外，实验组学生的参与度高于对照组。思维导图在小学物理教学中的实施，可以增加学生学习物理的动力，降低他们的脑力劳动。