Implementation of World Experience of Using the Mind Map Method in the System of Higher Military Education of Ukraine: Comparative Analysis

Authors

  • Klavdiia Tushko PhD in Pedagogy, Associate Professor, Department of Pedagogy and Socio-Economic Disciplines, Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine, Khmelnytskyi, Ukraine
  • Vadym Dyiak PhD in Pedagogy, Associate Professor, Department of Pedagogy and Socio-Economic Disciplines, Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine, Khmelnytskyi, Ukraine
  • Nataliia Levchuk PhD in Pedagogy, Associate Professor, Department of Logistics, Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine, Khmelnytskyi, Ukraine
  • Andrii Kurashkevych PhD of Military Sciences, Professor of the Department, Department of Fire Training and Tactical and Special Training, Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine, Khmelnytskyi, Ukraine

DOI:

https://doi.org/10.18662/rrem/205

Keywords:

method, technology, future border guard officers, mind map, innovation, education

Abstract

The article is devoted to the analysis of the status of higher Ukrainian military education, in particular, the problem of training future specialists of the Border Guard Service, which seeks to develop in the context of the European one, but faces a number of difficulties and problems. The essence and features of the mind maps method have been presented. The use of the mind maps method by the world community and, for the purpose of comparative analysis, by the Ukrainian educational system, on the example of a higher educational institution of the Border Guard Agency of Ukraine, has been analysed. The fragments of the mind maps usage in the educational process of the Border Guard Academy during the teaching of various subjects (politological, economics) have been presented. The results of the conducted surveys, conversations, observations on the presented problem have been processed on the basis of mathematical statistical tools. The state of introduction of the method of mind maps in the system of higher military education of Ukraine has been analysed. Such a study has been carried out on the basis of a comparative method between study groups of cadets of the Border Guard Academy, in different specialties and during the teaching of both humanities and special military educational subjects. The article summarizes the conclusions of the conducted research, the essence of which is the need to change and transform the Ukrainian educational system from a conservative to a liberal and democratic one, in parallel with other social entities in Ukrainian society.

Author Biographies

Klavdiia Tushko, PhD in Pedagogy, Associate Professor, Department of Pedagogy and Socio-Economic Disciplines, Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine, Khmelnytskyi, Ukraine

PhD in Pedagogy, Associate Professor, Department of Pedagogy and Socio-Economic Disciplines, Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine, Khmelnytskyi, Ukraine

Vadym Dyiak, PhD in Pedagogy, Associate Professor, Department of Pedagogy and Socio-Economic Disciplines, Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine, Khmelnytskyi, Ukraine

PhD in Pedagogy, Associate Professor, Department of Pedagogy and Socio-Economic Disciplines, Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine, Khmelnytskyi, Ukraine

Nataliia Levchuk, PhD in Pedagogy, Associate Professor, Department of Logistics, Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine, Khmelnytskyi, Ukraine

PhD in Pedagogy, Associate Professor, Department of Logistics, Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine, Khmelnytskyi, Ukraine

Andrii Kurashkevych, PhD of Military Sciences, Professor of the Department, Department of Fire Training and Tactical and Special Training, Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine, Khmelnytskyi, Ukraine

PhD of Military Sciences, Professor of the Department, Department of Fire Training and Tactical and Special Training, Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine, Khmelnytskyi, Ukraine

References

Acemoglu, D., & Robinson, J. A. (2012). Why Nations Fail. USA: Crown Business.

Brinkmann, A. (2003). Graphical knowledge display—mind mapping and concept mapping as efficient tools in mathematics education. Mathematics Education Review, 16, 35–48.

Freeland, C. (2013). Plutocrats: The Rise of the New Global Super-Rich and the Fall of Everyone Else, USA: Penguin Books.

D‘Antoni, A. V., Zipp, G. P., & Olson, V. G. (2009). Interrater reliability of the mind map assessment rubric in a cohort of medical students. BMC Medical Education. https://doi.org/10.1186/1472-6920-9-19.

Davies, M. (2010). Concept mapping, mind mapping and argument mapping: what are the differences and do they matter? Higher Education. https://doi.org/10.1007/s10734-010-9387-6.

Edwards, S., Cooper, N. (2010). Mind Mapping as a Teaching Resource. The Clinical Teacher, 7(4), 236–239. DOI 10.1111/j.1743-498X.2010.00395.x

Eppler, M. J. (2006). A Comparison between Concept Maps, Mind Maps, Conceptual Diagrams, and Visual Metaphors as Complementary Tools for Knowledge Construction and Sharing. Information Visualization, 5(3), 202– 210. https://doi.org/10.1057/palgrave.ivs.9500131

Farrand, P., Hussain, F., Hennessy, E. (2002). The efficacy of the ‗mind map‘ study technique. Medical Education. 36, 426–31.

Franz, M., Lopes, C.T., Huck, G., Dong, Y., Sumer, O., Bader, G.D. (2016). Cytoscape.js: a graph theory library for visualisation and analysis. Bioinformatics, 32(2), 309–311. DOI 10.1093/bioinformatics/btv557

Merchie, E., & Van Keer, H. (2012). Spontaneous mind map use and learning from texts: the role of instruction and student characteristics. Procedia – Social and Behavioral Sciences. https://doi.org/10.1016/j.sbspro.2012.12.077.

Rosling, H., Rosling, O., Rosling Rönnlund, A. (2018). Factfulness: Ten Reasons We're Wrong About the World and Why Things Are Better Than You Think. Flatiron Books.

Rothstein, D., & Santana, L. (2011). Teaching students to ask their own questions. Harvard Education Letter, 27(5), 1–2.

Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 97–118). New York: Cambridge University Press.

Tee, T. K., Azman, M. N. A., Mohamed, S., Muhammad, M., Mohamad, M. M., Md Yunos, J., Yee, M. H., Othman, W. (2014), Buzan Mind Mapping: An Efficient Technique for Note-Taking, International Journal of Social Human Science and Engineering, 8(1), 28–31.

Nichols, T. M. (2017). The Death of Expertise: The Campaign Against Established Knowledge and Why it Matters. 1st ed. New York, NY, USA: Oxford University Press, Inc.

Buzan, T. (2005). Mind Map Handbook: The ultimate thinking tool. Thorsons. Van Tassel, M. A. (2001). Student inquiry in science asking questions, building foundations and making connections. In G. Wells (Ed.), Action, talk, and text: learning and teaching through inquiry (pp. 41–59). New York: Teachers College Press.

Downloads

Published

2020-02-24

How to Cite

Tushko, K., Dyiak, V., Levchuk, N., & Kurashkevych, A. (2020). Implementation of World Experience of Using the Mind Map Method in the System of Higher Military Education of Ukraine: Comparative Analysis. Revista Romaneasca Pentru Educatie Multidimensionala, 12(1), 150-161. https://doi.org/10.18662/rrem/205

Most read articles by the same author(s)