Abstract—This study aimed to assess the effects of the life
curriculum integrating the happiness and the mind mapping
teaching methods on second graders' imagination. A single set
of experimental method was implemented in a class of 23 second
graders for 2 hours a week, and lasting for 12 weeks in total.
The life curriculum integrates different teaching methods,
including the traditional teaching, the happiness teaching, the
mind mapping teaching, and the happiness and mind mapping
integration. Changes in imagination by observing the creative
works done by the students were assessed. Qualitative analysis
and students' responses and feedbacks in class were analyzed.
After conducting five tests on the changes in the students’
imagination, One-Way ANOVA was implemented to analyze
the collected data. Through the integrating happiness and the
mind mapping teaching into life curriculum, the findings of the
study reveal that the imagination and creativity in the works of
the students are greatly observed; the students' imagination has
obviously improved; and the students have highly accepted this
curriculum. Additionally, the happiness and mind mapping
teaching method for imagination cultivation has been developed
in this study.
Index Terms—Happiness, imagination, life curriculum, mind mapping.
Yue-Shi Yang, Chun-Yi, and Shi-Jer Lou are with the National Pingtung University of Science and Technology, Taiwan (e-mail: firstname.lastname@example.org, email@example.com, firstname.lastname@example.org).
Tsai-Feng Cheng is with the National Kaohsiung Normal University, Taiwan (e-mail: email@example.com).
Cite: Yue-Shi Yang, Chun-Yi Lee, Tsai-Feng Cheng, and Shi-Jer Lou, "Effects of the Life Curriculum Integrating the Happiness Teaching and the Mind Mapping Teaching Methods on the Imagination for Second Graders," International Journal of Information and Education Technology vol. 8, no. 2, pp. 152-155, 2018.