Beginning Knowledge

Executive Summary of Natural Science Mind Map

Research recommends that inquiry-based science lessons enrich learners’ understanding of concepts and developed their innovative ideas in science. On other hand, increases apprentices’ interest in the field Inquiry-based learning process help to improve critical thinking skills as well as provide them a common sense of accomplishment. However, mind mapping is a modified tool for a learner to represent and understand concepts and information. Moreover, this upgraded education process help beginner cultivate their own creative ideas or provide a topic or subject and ask them to think about different aspects of that topic.

Table of Contents

Executive Summary.


Mind map on Natural Science (Animals home)

Developing Scientific Process Skill (Inquiry skill)

Ø Confirmation inquiry.

Ø Structured inquiry.

Ø Open inquiry.

Explanation of the 5Es Model

Ø Engagement

Ø Exploration.

Ø Explanation.

Ø Elaboration.

Ø Evaluation.



Introduction to Natural Science Mind Map

The mind map is a developing learning way to interact with learners. It helps to explain and recall the lesson with learners. However, It allows for the visual arrangement of innovative ideas to help with exploration. Moreover, a mind map is an illustration for demonstrating tasks, ideas, concepts, or items connected to as well as organized about a central thought or topic with a non-linear graphical outline which permits the operator to form a native framework about a central concept (Anggreini et al, 2019). Therefore, a mind map can crack a lengthy list of monotonous data into a bright colorful, outstanding, memorable, and extremely systematized as well as an organized illustration that performs in line with the learner's brain natural way of doing things.

Mind Map on Natural Science (Animals home)

This mind map is based on an animal's home or lets the learner create their own creative stories. There are many creative ways wherein teachers can utilized mind mapping to help learners think from various perspectives. Moreover, these activities can develop children’s common sense and logical, improve their speaking power or verbal, visual, as well as intrapersonal intelligence.

Developing Scientific Process Skill (Inquiry skill)

The model of Inquiry-based Learning developed in the 1960s, through this movement and be dependent on the innovative and creative ideas that individuals are capable to acquire through inquiry scenarios, doubt, and problems, as well as social experiences. Instead of it helps to memorize facts and information from graphics, printed materials, mentors encouraged their learners to conduct inquiries that would fulfill or satisfy their inquisitiveness as well as curiosity, moreover, help them develop their basic knowledge and develop their thought process as well as mental frames and improve their skills (Fauzi and Degeng, 2018).

Therefore, it’s essential to remember that inquiry-based learning is not only a technique or training, however a procedure that has the prospective to raise and improve the intellectual assignation as well as a deep understanding of beginners, influence them to:

  • Improve their interrogative skill, researching as well as communication skills
  • Work together outside the tutorial room
  • Resolve problems and generate solutions
  • Join in the creation and amendment of ideas and awareness

 There are some steps to involving with inquiry-based learning :

  1. Arrange an interrogation section
  2. Analysis in different situations
  3. Conduct analyses in addition to provide descriptions
  4. Communicate outcomes, either verbally or in writing
  5. Think about the facts or information and knowledge acquired

Therefore, three types of inquiry skill are most popular :

  • Confirmation inquiry
    Beginners provide a question on the mind map of animals' homes, to which the answer is already known. In that case, learners to emphasize their creative ideas, as well as to practice their inquiry skills and abilities.
  • Structured inquiry
    Students are set the question to achieving the outcome or result, then the objective is to deliver a clarification that is previously sustained by the evidence collected through the inquiry process.
  • Open inquiry
    Beginners must practice their own questions, enterprise investigative methods, as well as then perform the inquiry itself (Fauzi and Degeng, 2018). At the end of the process, they must present their results.

Explanation of the 5Es Model

The 5E learning model operates learners through five phases, these are Engage, Explore, Explain, Elaborate, and Evaluate. It brings consistency to well-teaching approaches, provides connections between educational activities, as well as it helps instructors to make decisions about interfaces with students (Parikh, 2016).

  • Engagement
    In this first step of the 5E Learning Cycle, the instructor measures student preceding knowledge as well as identifies possible errors. At this point they make links between previous as well as present learning involvements, amateur the organizational pulverised effort for the activities onward and motivate their participation in the anticipation of these events.
  • Exploration
    It is the second step of the Learning Cycle, in this phase teacher provides students with an ordinary base of hands-on performance. These performances will help learners use basic knowledge to find out, create innovative ideas, as well as to conduct a primary investigation. Involving themselves in these actions they cultivate a basic knowledge of experience through the phenomenon. Such as they work together in groups, learners form a base of basic knowledge which helps them in the progression of sharing and collaborating.
  • Explanation
    The third phase in the instructional model is teacher-focused as well as guided by the scholars’ experience in the earlier phase. However, Learners clarify their understanding of concepts then the instructor improves scholars’ errors. Communication happens between peers, the organiser, or within the apprentice himself. At work in groups, beginners support each other's understanding knowledge as they expressive their observations, thoughts, queries and hypotheses. Then the organizer can define points of understanding as well as possible errors. Generated activities for example script, sketch, audio-visual, or tape recordings are communications that offer recorded substantiation of the student's improvement, progress and development.
  • Elaboration
    In this stage, learners are encouraged to put on their new ideas and understanding of concepts, even though emphasizing new skills. The apprentices enlarge on the thoughts they have learned, try to create relations to another related theories, in addition to put on their understandings to the realm around them. Such as, while discovering light phenomena, an apprentice builds a thoughtful of the pathway light travels through universe. Exploratory a lamp post, learner may see that the shadow of the lamp post changes its position as the daylight breeds later. This statement can lead to more inquiry as to possible contacts between the shadow's changing position as well as the changes in way of the light source, that is the Sun.
  • Evaluation
    The evaluation phase cheers up apprentices to assess their innovative ideas, understanding, and skills as well as provides new prospects for instructors to appraise learners' progress toward succeeding the educational purposes and objectives. The Instructor to decide if the apprentice has achieved understanding of concepts as well as basic knowledge. However, evaluation as well as assessment can arise at all levels along the scale of the instructional procedure.

Conclusion on Natural Science Mind Map

This learning method as relays to science that can be summarized through learning something innovative, or make an effort to understand something used to in greater wisdom, is not a direct process. Moreover, annoying to make sense of belongings which use both their prior experience as well as the actual knowledge extended from new searches. The fact of this content at the disbursement of progression in inquiry base learning will obstruct the learner's learning process because the vital learning arises through the activities of the development. When the education and learning of content are important so it can be applied, concluded an activity to a condition, such content is supposed as applicable as well as it will be cultured more successfully and efficiently.

References for Natural Science Mind Map

Anggreini, T., Tampubolon, T., Bunawan, W. and Lubis, R.H., 2019, December. Effect of Scientific Inquiry Learning Model Assisted by Mind Mapping on Science Process Skills Student. In 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Atlantis Press. Available at (access on 7th Oct, 2020)

Astriani, D., Susilo, H., Suwono, H., Lukiati, B. and Purnomo, A., 2020. Mind Mapping in Learning Models: A Tool to Improve Student Metacognitive Skills. International Journal of Emerging Technologies in Learning (iJET)15(6), pp.4-17. Available at (access on 7th Oct, 2020)

Fauzi, Z.A. and Degeng, I.N.S., 2018. Implementation of Mind Mapping Learning Model to Improve Learning Outcomes of Civil Education Subject. Journal of K6, Education and Management1(3), pp.9-14. Available at,5#d=gs_cit& (access on 7th Oct, 2020)

Fu, Q.K., Lin, C.J., Hwang, G.J. and Zhang, L., 2019. Impacts of a mind mapping-based contextual gaming approach on EFL students’ writing performance, learning perceptions and generative uses in an English course. Computers & Education137, pp.59-77. Available at,5#d=gs_cit& (access on 7th Oct, 2020)

Hariyadi, S., Corebima, A.D., Zubaidah, S. and Ibrohim, I., 2018. Contribution of mind mapping, summarizing, and questioning in the RQA learning model to genetic learning outcomes. Available at,5#d=gs_cit& (access on 7th Oct, 2020)

Hariyadi, S., Corebima, A.D., Zubaidah, S. and Ibrohim, I., 2018. Contribution of mind mapping, summarizing, and questioning in the RQA learning model to genetic learning outcomes. Available at (access on 7th Oct, 2020)

Parikh, N.D., 2016. Effectiveness of teaching through mind mapping technique. The International Journal of Indian Psychology3(3), pp.148-156. Available at,5#d=gs_cit& (access on 7th Oct, 2020)


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