DOI: https://doi.org/10.36719/2707-1146/61/4-10
Nigar Babayeva
Azerbaijan State Pedagogical University
Doctor of Philosophy in Chemistry
https://orcid.org/0000-0001-8954-7210
babayevanigar1979@gmail.com
Yasin Babayev
Nakhchivan State University
Doctor of Chemical Sciences
https://orcid.org/0000-0001-8954-7210
prof.ybabayev1948@gmail.com
Use of Mind Maps in the Teaching of Natural Sciences
Abstract
The characteristic and general aspects of teaching natural sciences in secondary general education schools have been studied. It has been noted that the most common feature of the natural sciences, which include chemistry, biology, physics, and geography, is their close connection and interrelation with natural phenomena. It has been shown that, as exact sciences, the natural sciences and the corresponding fields of study consist of both theoretical and practical components, and the similarity of their research methods and objects makes it possible to use the mind map method in the teaching of these subjects, including chemistry. It has been determined that the common aspects of the natural sciences, the similarity of research objects, and their methodological proximity indicate the necessity of a unified approach in their teaching. From this perspective, as in the process of teaching chemistry, the mutual integration of theoretical and practical components in biology, physics, and geography lessons is of great importance. Such an approach enables the integrative study of natural sciences, the establishment of interconnections between different scientific disciplines, and the correlation of knowledge with real life. This contributes to the development of students’ logical, critical, and creative thinking, the formation of scientific reasoning, and the enhancement of their ability to analyze problems from multiple perspectives. The use of mind maps in teaching natural sciences creates conditions for the systematization of scientific concepts, the establishment of logical connections between topics, and the more visual, interactive, and sustainable assimilation of lessons.
Keywords: didactics, mind map, natural sciences, visual, audial, kinesthetic, digital, education, upbringing