Using Mind Maps to Reinforce the Student Understanding of Quantum Chemistry


  • Apirak Payaka
  • Chompoonoot Nanthamathee
  • Pamornrat Kueseng



Mind Map, Systematic Thinking Skill, Active Learning, Quantum Chemistry


Systematic thinking skill is an important skill for the learners. This skill is very necessary for the advance and complex course that needs to link all contents in the course together. However, the systematic thinking skill can be developed by using a mind map. In this research project, the mind map was applied to develop the systematic thinking skill of the learners who enrolled in CHM-331 Physical Chemistry II. The major content of this course is quantum chemistry which consists of complex topics. Moreover, these topics need to be linked together. The thinking and cognitive skills of learners were assessed before creating a mind map by answering the questions at the end of the lecture. Then, learners were assigned to make the mind maps in order to develop their systematic thinking and cognitive skills. The evaluation of the skills development was studied through the midterm and final exams. The research results show that learners lack the systematic thinking skill and cannot process the learned knowledge for answering of the questions after the lecture. After the mind map is created, the learners can improve and develop their systematic thinking skill. They can answer the questions with well-organized key points and link the relative contents for making the perfect explanation of the answer. Additionally, learners who can create the well-organized mind map, will result in a high score in the exams as well. Therefore, using the mind map is an effective and uncomplicated technique to develop the systematic thinking skill of the learners in the topic of quantum chemistry. Furthermore, leaners can understand the content of this topic thoroughly.


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How to Cite

Payaka, A., Nanthamathee, C., & Kueseng, P. (2018). Using Mind Maps to Reinforce the Student Understanding of Quantum Chemistry. Walailak Journal of Learning Innovations, 4(2), 35–57.