Mind mapping, a visual and non-linear method of organising information, enables learners to represent complex concepts and identify interrelationships between ideas. Current pedagogical literature demonstrates the utility of mind maps in promoting comprehension and memory retention through the integration of analytical and creative thinking; especially when compared to traditional note-taking methods. This study investigates the role of mind mapping and reflective learning in two advanced courses by examining conceptual development and learning processes in undergraduate students. Students complete two mind-mapping exercises: an initial map at the beginning of the course to capture prior knowledge, and a final map after completing all course activities. The second map, accompanied by a reflective essay, invites students to evaluate changes to their understanding of core course concepts, and to consider the broader applicability of mind mapping in academic inquiry. Data from over sixty students are analysed using qualitative and quantitative approaches. Structural elements, including branching hierarchies, interconnections, and visual features are examined to infer cognitive emphasis and conceptual organisation. Metrics such as node counts, branch lengths, and textual density provide objective measures of complexity. Thematic analyses of reflective essay elucidates metacognitive engagement in student learning experiences. This multi-faceted approach determines how mind mapping can enhance knowledge integration, critical thinking, and independent learning in advanced biological sciences education.

Authors:
Zeehan Jaafar, National University of Singapore, Singapore
Weiting Xu, National University of Singapore, Singapore
Theresa Linting Su, National University of Singapore, Singapore

About the Presenter(s)
Dr. Zeehan Jaafar is a Senior Lecturer and Assistant Head at the Department of Biological Sciences, National University of Singapore.

See this presentation on the full schedule – Saturday Schedule

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