Enhancing Pre-Service Teachers' Learning of Instructional Strategies in Early Childhood Education through the Integration of Mind Maps and Bloom's Taxonomy

Abstract

This study aimed to enhance the learning of instructional strategies in early childhood education for pre-service teachers through the integration of mind maps and Bloom's Taxonomy. It involved an experimental group (N=50) and a control group (N=50). The results showed that before the intervention, there was no statistically significant difference in mean scores (Sig.> 0.05). However, after the intervention, the mean score of the experimental group was significantly higher than the control group (Sig. < 0.05) in terms of measured learning achievement, indicating the positive impact of the integration. Furthermore, the analysis highlights the significant impact of students' pre-test scores, the type of group, and the mode of attendance on their post-test performance. Additionally, the integration of mind maps and Bloom's Taxonomy was perceived to enhance pre-service teachers' understanding and selection of instructional strategies, problem-solving skills, and instructional design capabilities, potentially leading to increased confidence and efficiency in their teaching abilities, as indicated by the survey responses.