Abstract:

Teachers of all types schools faced with the negative impact of distance education on students' knowledge. Lockdown deprived pupils of social habits, communicative, organizational and manual skills, positive motivation to learn and work ethic. Pupils did not learn in context. In many cases, teaching, including evaluation, was based only on memorizing knowledge without using simple or complex thought operations. We believe that a suitable tool for improving this situation is the use of mind maps in teaching. Mental strategies can be used when practicing reading comprehension, in the learning process when consolidating concepts and relationships between them, or when planning projects. For these reasons, this visual tool was chosen as suitable for illustrating concepts and contexts in virtual escape game theory books. Mental maps with an interdisciplinary overlap on the topic of Substances, Gases, Redox processes, Energy and Equilibrium were implemented in schools for teaching. The contribution will compare the testing of two groups of pupils (A and B), which differ in the way of teaching, group A with the application of mental strategy and group B without the application of mental strategy. Mind maps have been proven to increase concentration in the learning and problem-solving process, promote understanding and permanent acquisition of the subject matter.

Keywords:

Mind map, test, problem-solving process, interdisciplinary.