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Using mixed methods with a quasi-experimental design and semi-structured interviews, it evaluates learning gains through Popplet-based MM and analyzes student experiences through thematic analysis. Results show improved pretest–posttest scores for both control and experimental groups. Two experience themes emerge: adaptive learning strategies and feedback across individual and collaborative learning, highlighting gains in memory and presentation while noting design and accessibility challenges for SEN students.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/navigating-learning-differences-the-role-of-mind-mapping-in-fostering-inclusivity-in-science-education/233623/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/navigating-learning-differences-the-role-of-mind-mapping-in-fostering-inclusivity-in-science-education/233623.png","ImageObject",442,249,{"name":88,"@type":89},"Clementine","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-29","2026-09-10",true,{"@type":98,"interactionType":99,"userInteractionCount":15},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"How does mind mapping support learning differences in science education?","Question",{"text":108,"@type":109},"The study highlights that mind mapping helps organize ideas visually, improving comprehension and memory. 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M. M. (2024) . Navigating Learning Differences: the Role of Mind Mapping in Fostering Inclusivityin Science Education.  \nInternational Journal of Special Education, 39(2), 38-50.  \nCORRESPONDING AUTHOR:  \nAsri Wijiastuti; [asriwijiastuti@unesa.ac.id](asriwijiastuti@unesa.ac.id)  \nDOI:  \n[https://doi.org/10.52291/ijse.2024.39.20](https://doi.org/10.52291/ijse.2024.39.20)  \nCOPYRIGHT STATEMENT:  \nCopyright: © 2022 Authors. Open access publication under the terms and conditions of the Creative Commons Attribution (CC BY)  \nlicense ([http://creativecommons](http://creativecommons).  \norg/licenses/by/4 .0/) .  \nABSTRACT:  \nThis study thoroughly scrutinizes the utilization and influence of mind mapping (MM), as a teaching tool in science education, particularly focusing on its application for students with special educational needs (SEN) . We investigated how employing MM techniques impacted students’ learning abilities through mixed methods, using quasi-experimental design and semi-structured interviews. The findings revealed that the comparison scores before (pretest) and after (posttest) the intervention using Popplet as a MM tool showed improvements for both control and experimental student groups. Additionally, by utilizing thematic analysis to explore students’ experiences using MM, two main themes emerged: (1) adaptive learning strategies and (2) between individual and collaborative learning Feedback from students highlighted how MM can enhance memory and presentation skills, although issues related to design features and accessibility may challenges students with SEN. This paper is the first research exploring how mind mapping is accessible for Indonesian inclusive higher education, particularly for students with visual impairments. Physical guidance and verbal instruction were effectively used to explain the mind mapping concept and the spatial representation and relationship for students with visual impairments. This study emphasizes the significance of utilizing tools that cater to diverse learning styles and requirements to promote inclusivity in educational practices.  \nKeywords: Mind Mapping, Inclusive Education, Visual Aids, Science Classroom  \nINTRODUCTION  \nThe use of mind mapping (MM) tools in education has received praise for its ability to improve learning outcomes. Mind mapping is a technique that helps organize ideas and concepts in a way that mirrors how our brains process information (Buzan & Buzan, 2010; Erdem, 2017) . This study focuses on the application of mind mapping in science classrooms, especially looking at its benefits and accessibility for students with special educational need (SEN) . Previous studies (Beal & Hontvedt, 2023; Stokhof et al., 2020; Wu & Wu, 2020; Zheng et al., 2020) shown the positive learning outcomes from the integration of MM during lessons. While previous research (Al-Jarf, 2011; Moytzouri, 2019; Polat & Aydin, 2020) has highlighted the aspects of MM for memory enhancement, creativity, and understanding there is limited exploration into how students with diverse learning needs can use and benefit from such tools. As education moves towards inclusivity and ensuring access to resources, it is important to evaluate tools not only based on their educational value but also on how well they can be adapted to different learning preferences and needs. Research often focuses on the cognitive benefits for the general student population (Adodo, 2013; Al-Jarf, 2009, 2011; El Shaban, 2022; Feng et al., 2023; Fiktorius, 2013; Jones et al., 2012; Koznov & Pliskin, 2008; Shih et al., 2009; Zheng et al., 2020), often overlooking the specific challenges faced by SEN students. This oversight signals a critical gap in pedago","cbCaiqq4bVrtnAtB","https://ap.wps.com/l/cbCaiqq4bVrtnAtB","pdf",555602,13,"English","# Abstract\n# Introduction\n## Research Questions\n# Literature Review\n## Exploring Mind Mapping and Learning Variances","[{\"question\":\"How does mind mapping support learning differences in science education?\",\"answer\":\"The study highlights that mind mapping helps organize ideas visually, improving comprehension and memory. It also supports learning needs by providing structured representations of concepts.\"},{\"question\":\"What method and tools were used to evaluate the impact of mind mapping?\",\"answer\":\"A mixed-methods approach was used, combining a quasi-experimental design with semi-structured interviews. Popplet was used as the mind mapping tool to implement the intervention.\"},{\"question\":\"What learning outcomes and experience themes were found?\",\"answer\":\"Both control and experimental groups showed improved pretest to posttest scores. The thematic analysis identified adaptive learning strategies and feedback patterns across individual and collaborative learning, alongside benefits to memory and presentation skills.\"}]","Navigating Learning Differences - the Role of Mind Mapping in Fostering Inclusivity in Science Education | PDF",1789079407]