Mnemonic Techniques and Formation of Teachers’ Ability to Use Them

Marina G. Drushlyak

1 a

, Olena V. Semenikhina

1 b

, Volodymyr V. Proshkin

2 c

Svitlana V. Puchno

1 d

and Artem O. Yurchenko

1 e

Makarenko Sumy State Pedagogical University, 87 Romenska Str., Sumy, 40002, Ukraine

Borys Grinchenko Kyiv University, 18/2 Bulvarno-Kudriavska Str., Kyiv, 04053, Ukraine

Keywords:

Mnemonics, Mnemovisual Models, Teachers’ Training, Training.

Abstract:

The article reveals the problem of the expediency of teachers’ training to use mnemonics in professional activ-

ities. This problem is caused by the intensiﬁcation of the educational process, when the amount of information

accumulated by mankind is many times greater than the amount of knowledge that can be assimilated by a par-

ticular person. It has been established that mnemonics should be used in the process of learning mathematics

as a way of perceiving new information through the formation of associative connections with the help of spe-

cial methods and techniques. The expediency of teachers’ trainings for use of different mnemonics methods is

substantiated. The classiﬁcation of software used to create mnemovisual models is presented. The training on

mastering mnemonic methods of teaching material development has been developed and implemented. The

prospects of scientiﬁc research through the development of methodological support for the teachers’ training

to use the techniques of mnemonics in professional activities are outlined.

1 INTRODUCTION

Modern youth is developing in an environment sat-

urated with powerful and intense information ﬂows.

The amount of information accumulated by mankind

is many times greater than the amount of knowledge

that can be acquired by a person. The constant in-

crease in information, combined with high competi-

tion and the demands of society, leads to an intensiﬁ-

cation of the educational process. On the other hand,

the intensiﬁcation of the educational process leads

to a number of problems in the mental and somatic

health of students. In such conditions, the problem of

the educatee’s cognitive load appears, which consists

in the fact that a person can achieve the optimal level

of assimilation of material only if there is an adequate

load on the subject’s memory.

The success of training depends on the level of

development of mnemonic processes that ensure the

memorization, preservation, and reproduction of in-

formation in the brain obtained during human interac-

https://orcid.org/0000-0002-9648-2248

https://orcid.org/0000-0002-3896-8151

https://orcid.org/0000-0002-9785-0612

https://orcid.org/0000-0003-0657-442X

https://orcid.org/0000-0002-6770-186X

tion with the outside world. Therefore, the introduc-

tion of effective approaches to memorizing a variety

of information can partially solve the problem of cog-

nitive load. As one of such approaches, we consider

the use of mnemonics as a way to improve new in-

formation by creating associative relationships using

special methods and techniques.

The problem of using mnemonics in the educa-

tional process is presented in the following ﬁndings:

• Scruggs and Mastropieri (Scruggs and Mas-

tropieri, 2000) describe the effects of speciﬁc

mnemonic (memory-enhancing) strategies in de-

cision problem of memoring for academic con-

tent;

• Yesavage et al. (Yesavage et al., 1990) de-

scribe of treatment elderly, which included im-

agery mnemonics for remembering names, faces,

and lists;

• Richter et al. (Richter et al., 2016) consider

memory as medical aspect and proposed consider

memoring as mnemonic representation that links

present experience with overlapping past experi-

ence;

• Miller and Mercer (Miller and Mercer, 1993) pro-

vide examples of acronym mnemonics that have

Drushlyak, M., Semenikhina, O., Proshkin, V., Puchno, S. and Yurchenko, A.

Mnemonic Techniques and Formation of Teachersâ

Z Ability to Use Them.

DOI: 10.5220/0012065800003431

In Proceedings of the 2nd Myroslav I. Zhaldak Symposium on Advances in Educational Technology (AET 2021), pages 529-541

ISBN: 978-989-758-662-0

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

529

been used successfully to improve the math per-

formance of students with learning disabilities;

• Nelson et al. (Nelson et al., 2013) describe the

effects of a mnemonic strategy on the retention

and application of single-digit multiplication facts

with students with math difﬁculties;

• Manalo et al. (Manalo et al., 2000) touch upon

inﬂuence of mnemonic instruction on the compu-

tational skills performance of 13- to 14-year-old

students with mathematics learning disabilities;

• Kayaaltı (Kayaaltı, 2018) touch upon to investi-

gate university Saudi students’ attitudes towards

the mnemonic keyword method;

• Sarıc¸oban and Bas¸ıbek (Sarıc¸oban and Bas¸ıbek,

2012) make the comparison analysis of the effects

of using mnemonic technique providing some

keywords to students and context method on the

retention of the vocabulary items;

• Falkovskaya et al. (Falkovskaya et al., 2018)

touch upon many mnemonic methods, which,

based on the positive resources of native speaker

development, contribute to the painless memo-

rization and further use of difﬁcult material.

In the above-mentioned ﬁndings, it is proved that

mnemonic techniques are used to improve the as-

similation of complex information that does not have

established logical connections between its elements

from the point of view of the person who remembers

it. Mentioned above ﬁndings and other ones conﬁrm

that the use of mnemonics improves the volume and

accuracy of memorization and development of cogni-

tive processes, increases the duration of storage and

the quality of reproduction of acquired information.

Analysis of ﬁndings related to the teachers’ train-

ing to use mnemonics in Ukraine, revealed the frag-

mentary nature of such scientiﬁc research, for ex-

ample, a special course devoted to mastering the

mnemonic techniques by pre-service mathematics

teachers was described in (Drushlyak et al., 2021).

Survey of teachers (135 Mathematics, Physics,

Computer science, Ukrainian language, Biology,

Chemistry, English, History teachers) on their knowl-

edge of mnemonics showed that only half (55.5% of

respondents heard about mnemonics, only a third of

these (39.3%) use mnemonics at their lessons, and, as

a rule, all ideas are borrowed from the Internet (100%

of those who use mnemonics) (table 1).

Therefore, regarding the effectiveness of the pos-

itive impact of mnemonics on the results of edu-

cational activities and lack of teachers’ awareness

of various subjects in mnemonics, the problem of

preparing teachers to use mnemonics in professional

activities is relevant.

The Research Purpose. To describe the common

mnemonic techniques to support the educational pro-

cess and justify the effectiveness of training in mas-

tering the mnemonic techniques for service teachers.

2 RESEARCH METHODS

The achievement of the research objective was facili-

tated by the use of a set of appropriate methods: anal-

ysis of scientiﬁc literature in order to establish the

state of development of the problem being studied,

determining the categorical and conceptual apparatus

of the study; synthesis, generalization, systematiza-

tion for the theoretical justiﬁcation of the appropriate-

ness of training teachers to use the of mnemonic tech-

niques and methods in professional activities; empir-

ical: diagnostic (questionnaire), statistical (the sign

test) to assess the appropriateness of using trainings.

The experimental base of the study is the institu-

tions of general secondary education in Kiev, Sumy

and Irpin, Makarenko Sumy State Pedagogical Uni-

versity, Borys Grinchenko Kyiv University.

3 RESULTS AND DISCUSSION

The process of memorizing educational material is

more intensive provided that subjects are engaged in

active thinking, using their operations of comparison,

analysis, synthesis, classiﬁcation, generalization. Use

of memos, tables, instructions, visual supports that

help students gradually, without overload, to perceive

and remember signiﬁcant objects are effective.

An essential characteristic of the process of mem-

orization is a measure of understanding the memo-

rized material. Therefore, meaningful and mechani-

cal memorization is usually emphasised.

Mechanical memorization is memorization with-

out awareness of the logical connection between the

various parts of the material (memorization of histor-

ical dates, statistics, etc.). The basis of mechanical

memorization is related associations. One part of the

material binds to the other only because it follows it

in time. To establish such a connection, it is necessary

to repeat the studied material several times.

Meaningful memorization is based on an under-

standing of the internal logical connections between

the individual parts of the material. Two positions,

one of which is derived from the other, are remem-

bered not because they follow each other in time,

but because they are logically connected. Therefore,

meaningful memorization is associated with thinking

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Table 1: The results of a survey of teachers on the use of mnemonics in professional activities.

No Question Answer

Mathematics teachers

Physics teachers

Computer science

teachers

Ukrainian language

teachers

Biology teachers

Chemistry teachers

English teachers

History teachers

Total

22 15 23 12 15 13 18 17 135

Do you know the

mnemonics techniques?

Yes/ No 17/ 5 6/ 9 13/ 10 7/ 5 7/ 8 6/ 7 10/8 9/ 8 75/ 60

Do you use mnemonics

at your lessons?

Yes/ No 14/8 5/10 10/13 4/ 8 4/11 5/ 8 5/ 13 6/11 53/82

Do you think it is ap-

propriate to use the

mnemonics techniques

in the educational pro-

cess?

Yes/ No 17/ 5 6/ 9 13/10 4/ 8 4/11 5/8 5/13 6 /11 60/ 75

What mnemonic tech-

niques did you use at

your lessons?

1. Visualization

2. Color Accent

3. Comedian

4. Storytelling

5. Analogy

6. Fiction

7. Rhyming

8. Hyperbole

9. Interpretation

Where do you get ideas

for mnemonics?

A. Author’s

B. Internet

C. Colleagues’

D. Advanced training

B B

processes and relies mainly on generalized relation-

ships between parts of the material at the level of the

second signaling system.

It is worth paying attention to the meaningful

memorization of the material studied. To do this, it

is necessary to divide its semantic group into parts

with the separation of the main and essential in each

of its parts. In addition, it is necessary to ﬁnd and

highlight semantic support points in each part, that

is, thoughts, expressions and images that deﬁne the

essence of this part and the oral or written formula-

tions of this essence in the form of short headings for

each part. Finally, it is necessary to establish links

between the selected parts and understand the logical

sequence of their location, to draw up a general plan

for the location of educational material.

In order to meaningful memorize educational ma-

terial, mnemonic methods and techniques are deter-

mined (ﬁgure 1).

The work of Chepurnoy and Bura (Chepurnoy and

Bura, 2015) on educational mnemonics as a technol-

ogy of effective assimilation of information became a

reference point for us.

Link Method is a method of combining informa-

tion units by creating associative links between them.

The method consists of the following techniques:

Storytelling technique (using stories), Rhyming tech-

nique (using music, rhyme, chants, poems, songs,

counting out rhymes, etc.), Sequential Associations

technique (sequential associative connections are cre-

ated), Bonding technique (combining information

units into a single holistic image with preservation

of the main features and functions), Synthesis tech-

nique (information units are combined into a single

integrated image with a common associative connec-

tion), Key Letters technique (an associative connec-

tion is created between the ﬁrst letters of words, you

need to remember, and the ﬁrst letters of words of a

Mnemonic Techniques and Formation of Teachersâ

Z Ability to Use Them

531

Figure 1: Mnemonic methods and techniques.

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

532

specially created sentence), Logical Questions tech-

nique (an additional logical associative connection is

created between images remembered through answers

to the main questions – What? How? Why? etc.

about the relationship between them).

Key Letters Technique (Mathematics). In the study

of the topic “Disclosure of brackets. Similar terms

and their construction” it is worthwhile to draw the

attention of students to the sign that appears before

the brackets. If there is a minus, then we change all

signs to the opposite, if plus, then leave the expression

unchanged, for example:

• – (a + b) – “Minus” – Miniaiemo znaky (in

Ukrainian), Minus – Change the signs; in

Ukrainian, the words minus and change begin

with the letter m;

• + (a + b) – “Pljus” – Perepysujemo bez zmin (in

Ukrainian), Plus – Rewrite without changes; in

Ukrainian, the words plus and rewrite begin with

the letter p.

Key Letters Technique (English). Memorizing the

spelling rules of some words.

Teacher – There is an ache in every teacher.

Measurement – Be sure of your measurements

before you start work.

Principal – Your principal is your pal.

Necessary – Never Eat Crisps, Eat Salad

Sandwiches, And Remain Young!

Transformation Method is a method of primary

processing of information, which turns information

that is difﬁcult to perceive into convenient for efﬁcient

reproduction.

The method consists of the following techniques:

Analogy (between the informational units of the

memorable ﬁnd common signs, properties, qualities,

development trends, etc.), Transformation (the ob-

jects of the memorable are transformed into oth-

ers in value and in order to facilitate memoriza-

tion), Pictograms (abstract or such information must

be remembered, schematically depicted by simpli-

ﬁed drawings, pictograms), Stenographer (text infor-

mation that is memorized is recorded using separate

key letters, special characters and a number of ab-

breviations), Phonetic Association (a consonant word

or part of it is selected to memorize an unfamiliar

word, which associatively associated with the mean-

ing of the original word), Neologism (to improve the

memorization of information (words, letters, sym-

bols) new words, terms, concepts, phrases are cre-

ated) (ﬁgure 2), Digital Image (digital information

when memorizing is associated with certain images

or systems about times), Digital–Letter Code digits

of numbers in letters to compose specially selected

words for the purpose of their further memorization),

Individual Association (for information that is mem-

orable, associative connections are found with indi-

vidually known data, events, information), Regularity

(for remembering information, certain logical, math-

ematical or other regular relationships are found and

rules).

The Ampliﬁcation method is a method of increas-

ing the efﬁciency of perception, preservation and re-

production of created associative connections and im-

ages formed by the methods of transformation and

binding.

The method consists of the following techniques:

Modality, Character, Personiﬁcation, Hyperbole, Co-

median, Fiction, Stereo, Color Accent, Visualization,

Interpretation, Emotional Accent. Examples of the

use of some techniques are shown in ﬁgures 3, 4.

To conﬁrm the appropriateness of mastering the

mnemonic techniques, pedagogical survey was con-

ducted. During March-May 2019, we conducted a

survey of 32 service mathematics teachers in Kiev,

Sumy, Dnipro and Irpin on the expediency of us-

ing mnemonic techniques in professional activities.

In May 2021, we conducted a similar survey of

135 teachers, but in different subjects (Mathematics,

Physics, Computer science, Ukrainian language, Bi-

ology, Chemistry, English, History). The data were

integrated and analyzed. In particular, we found that

87% of teachers (Mathematics teachers in 2019) and

44.4% of teachers of various subjects (in 2021) said

about the expediency of using mnemonic techniques,

of which 77.2% of mathematics teachers were in fa-

vor of using mnemonic techniques.

Among the techniques Visualization, Color ac-

cent, Analogy, Storytelling, Rhyming and Interpreta-

tion are in favour. The ﬁgure 5 summarizes the results

of the 2019 and 2021 surveys.

Based on the teachers’ opinion that Visualization

and Color Accent are the most effective techniques,

which contribute to the meaningful memorization of

educational material. We can paid attention to the

software for creating visual models:

1) Ofﬁce software products with Smart objects;

2) Mind Mapping software;

3) services for creating whiteboard animation (scrib-

ing) presentations;

4) software for creating infographics.

Let’s describe these groups. The ofﬁce software

package (MS Word, MS Excel, MS Power Point) is

offered with the function of constructing Smart ob-

jects that allow you to efﬁciently create mnemovisual

models in the form of a list, connection, matrix, pro-

cess, cycle, hierarchy, pyramid (ﬁgure 6).

Mnemonic Techniques and Formation of Teachersâ

Z Ability to Use Them

533

(a)

(b)

Figure 2: Neologism technique.

(a) “Signs of trigonometric functions”.

(b) “Abbreviation formulas”.

Figure 3: Color accent technique.

Mindmapping is a technology that allows you to

efﬁciently restore information (past), generate and

capture New Ideas (future), draw conclusions and es-

tablish connections between them by building mind

maps. Mind maps is the development of Tony Busan –

a British psychologist who began developing the con-

cept of smart cards back in the 1970s (Buzan, 2022).

Interesting Ideas and technologies for creating smart

cards in the process of teaching mathematics are pre-

sented in the works of modern scientists: Choo et al.

(Choo et al., 2014), Solmi (Solmi, 2016).

To build mind map software X-Mind, Free-Mind,

Coggle, Mind-Meister are used. Such software help

to ﬁx ideas, organize them into various diagrams,

use these diagrams together with other users. The

mentioned software allow you to build mind maps

(ﬁgure 7, 8), Ishikawa diagrams (ﬁshbone diagrams

or cause-effect diagrams), tree diagrams, logic dia-

grams, tables.

The main areas of application of mind maps in the

professional activities of teachers include: creating

lesson plans of any type; planning educational activ-

ities; algorithms for solving problems; study of new

educational material; consolidation and veriﬁcation of

the studied material; systematization and repetition of

the studied material in preparation for the state ﬁnal

certiﬁcation, external independent evaluation.

Scribing technique is used to activate the cogni-

tive and mnemonic activity of educatees, to visual-

ize the educational process. Scribing is a mnemonic

technology for the visualization of educational mate-

rial, which provides the display of key moments of

its content (properties of the learning object, its inter-

nal and external connections) by using simple graphic

elements (drawings, pictograms, symbols, words, cir-

cuits, diagrams) sequentially created on the screen in

according to the oral presentation (or audio).

The appearance of whiteboard animation (video

scribing) is associated with the Andrew Park, who

popularized this technology (We are Cognitive,

2023). Sarkar (Sarkar, 2009) notes that this way of

presenting information has become more productive

for explaining to the audience, because it uses the par-

allel effect when the audience simultaneously hears

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

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Figure 4: Color accent technique “Past Simple”.

Figure 5: The use of mnemonic techniques by teachers according to the results of surveys in 2019 and 2021 (%).

and sees about the same thing, while the graphic se-

ries is ﬁxed on key moments of the audio sequence.

Among a large number of services there are

several useful for creating video scribing presenta-

tions such as: Sparcol Video Scribe (https://www.

sparkol.com/en/, ﬁgure 9, 10), Powtoon (https://www.

powtoon.com/), Vyond Studio (https://www.vyond.

com/), Plotagon Story (https://www.plotagon.com/).

Infographics is the technology of the presenta-

tion of educational material in the form of statistical

graphs, maps, charts, diagrams, tables that “explain”.

Educational visibility is used not only for illustration,

but also as an independent source of knowledge (ﬁg-

ure 11). Services for creating infographics are Info-

gram, Easel.ly, Parchment, Venngage and more.

Starting in 2020, we have launched trainings for

teachers on mastering the mnemonic techniques (3

hours) (table 2). Teachers of various subjects were

invited to the trainings. The total number of teachers

involved in the training was 135 persons. The training

is based on training for students, pre-service mathe-

matics teachers (Drushlyak et al., 2021).

We investigated the impact of training on the de-

velopment of teachers’ skills of various subjects to

create and use mnemonic didactic materials.

To determine the level of awareness of teach-

ers in mnemonics, a survey was conducted (135 re-

spondents). 39% (53 people) of teachers conﬁrmed,

but fragmentary, the use of mnemonics in their own

lessons. Among the positive aspects of the use of

mnemonic techniques, teachers noted the revival of

the learning process (39%, 53 people) for students

and the development of creative thinking for teach-

ers (33%, 45 people). According to them, the lack

of time to search for or develop mnemonic didactic

materials (30%, 41 people) and the lack of developed

mnemonic didactic materials for each topic (33%, 53

people) are negative in the use of mnemonic tech-

niques.

4 STATISTICAL ANALYSIS OF

RESULTS

At the beginning of each training, teachers were

assessed for their ability to reproduce any of the

mnemonic techniques using digital technology (of-

ﬁce package and online services was allowed to create

Mnemonic Techniques and Formation of Teachersâ

Z Ability to Use Them

535

(a)

(b)

Figure 6: Mnemovisual models created using Smart objects.

Figure 7: Mind Map “Similar triangles”.

images). The evaluation criteria were: comprehensi-

bility of reception (1 point), rational choice of dig-

ital technology (1 point), quality of visual content (1

point), determining the didactic purpose of the created

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

536

Figure 8: Mind Map “Irregular Verbs”.

(a)

(b)

Figure 9: Video scribe “Proportion”.

mnemonic means (1 point).

After the training, teacher evaluation was con-

ducted again (a similar task with the same evaluation

criteria was used).

Some of the works of teachers are presented in ﬁg-

ures 7, 10, 11.

According to the results of data processing, the

positive impact of training on the development of

teachers’ skills in various subjects to create and use

mnemonic didactic materials was conﬁrmed.

Statistical analysis of the results was performed

on the basis of non-parametric sign test for dependent

samples. We compiled comparative tables, which

recorded the dynamics of results for each of the train-

ings (2020 – 2 trainings, 2021 – 2 trainings). Each

time the results were collected on samples of 32, 35,

37, 31, respectively. 30 pairs of results taken at ran-

dom from the total set of results were studied (ta-

ble 3).

These points (table 4) determined the number of

Mnemonic Techniques and Formation of Teachersâ

Z Ability to Use Them

537

(a)

(b)

Figure 10: Video scribe “Degrees of adverb comparison”.

(a) “Function Research”.

(b) “Prepositions of Time and Location”.

Figure 11: Infographics.

respondents whose total score decreased (“–”), did

not change (“0”) and increased (“+”).

In accordance with the objectives of the experi-

ment, a null hypothesis was formulated: the organi-

zation of training does not promote the development

of skills of teachers of different subjects to create and

use mnemonic didactic materials. Then an alternative

hypothesis: the organization of training promotes the

development of such skills.

The constructed hypotheses deﬁned a one-sided

sign test for testing dependent samples. According to

the decision-making rule (Grabar and Krasnjanskaja,

1977) we have: value T

exp

= 16 (number of “+” in

the sample), n = 20 (number of respondents, which

have changes in results), acceptance interval of null

hypothesis: [6, 14] at the signiﬁcance level 0.05.

Since T

exp

is not included in the acceptance inter-

val of hypothesis H

, we reject the null hypothesis and

accept the alternative one, concluding that the train-

ing promotes the development of teachers’ skills of

different subjects to create and use mnemonic didac-

tic materials. Since the value of T

exp

went beyond the

interval on the right, we concluded that the positive

dynamics of the number of teachers who have devel-

oped the ability to create and use mnemonic didactic

materials.

Additionally, we studied the ability to create au-

thorial examples of mnemonic techniques and the

ability to reproduce them in digital form. It should be

noted that natural sciences and mathematics teachers,

as a rule, had no problems with the technical imple-

mentation of the plan in contrast to humanities teach-

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Table 2: Detailing the content of the training on the development of mnemonic techniques.

The

number

of hours

Contents Training methods Learning tools Expected learning outcomes

0,25

Memory. Mechan-

ical and meaningful

memorization

Verbal methods

(story, conversation)

Presentation

An idea of the mechanisms of hu-

man memory, knowledge of the

types of memorization of educa-

tional information; development of

teacher professional competence

0,75

Educational

mnemonics as a

technology for the

effective assimila-

tion of information.

Mnemonics and

their corresponding

mnemonic tech-

niques

Verbal methods

(story, conversa-

tion), visual methods

(demonstration,

display), Interactive

methods (brain-

storming)

Presentation

Knowledge of the methods and

techniques of mnemonics: Link

Method (techniques: Sequential

Associations, Key Letters Method),

Transformation Method (Analogy

technique), Ampliﬁcation method

(techniques: modality, character,

personiﬁcation, hyperbole, come-

dian, ﬁction, stereo, color ac-

cent, visualization, interpretation,

emotional accent); development of

teacher professional competence

0,5

Specialized soft-

ware for supporting

mnemonic tech-

niques

Visual methods

(demonstration, dis-

play)

Presentation,

Specialized software:

1) ofﬁce software

products with Smart-

objects;

2) mind mapping

programs;

3) services for creat-

ing scribing presen-

tations;

4) programs for cre-

ating infographics

The concept of specialized software

groups for supporting mnemonic

techniques, knowledge of special-

ized software (including freeware)

and its computer tools for support-

ing mnemonic techniques; develop-

ment of teacher professional com-

petence

1,5

Development of

for mnemonic sup-

port

Interactive methods

(brainstorming, case-

method)

MS Power Point,

X-Mind,

Free-Mind,

Powtoon

Easel.ly

Knowledge of specialized software

examples, knowledge of software

tools (MS Power Point, X-Mind,

Free-Mind, Powtoon, Easel.ly), the

ability to use specialized soft-

ware tools to accompany mnemonic

techniques; ability to analyze cre-

ated products; development of

teacher professional competence

ers, who rather presented ideas of mnemonic tech-

niques, but spent more time implementing the tech-

nical part of creating mnemonic didactic materials.

5 CONCLUSIONS

In the process of analyzing the scientiﬁc literature, it

was found that the level of development of mnemonic

processes that ensure the memorization, storage and

reproduction of information in the brain, depends on

the success of learning. In order to introduce effective

ways to memorize a variety of information, mnemon-

ics is considered as a way of perceiving new informa-

tion through the formation of associative connections

using special methods and techniques.

The method of “Binding” consists of techniques:

Storytelling, Rhyme, Sequential Associations, Glu-

ing, Synthesis, Key Letters, Logical Questions. The

method of “Transformation” consists of techniques:

Mnemonic Techniques and Formation of Teachersâ

Z Ability to Use Them

539

Table 3: Results of evaluation of respondents.

Respondent

The ﬁrst assessment

The second assessment

Respondent

The ﬁrst assessment

The second assessment

Respondent

The ﬁrst assessment

The second assessment

1 2 4 11 3 4 21 2 3

2 4 4 12 2 3 22 1 4

3 3 3 13 2 2 23 4 5

4 3 3 14 3 2 24 1 3

5 3 3 15 3 3 25 1 2

6 1 2 16 3 3 26 4 5

7 2 3 17 3 3 27 3 4

8 2 2 18 4 5 28 3 2

9 4 3 19 2 3 29 3 4

10 3 3 20 3 4 30 3 2

Table 4: Comparison results.

Dynamics of points

Number of

respondents

Negative, ”–” 4

Without changes, “0” 10

Positive, ”+” 16

Number of changes, n = “–” + “+” 20

Analogy, Transformation, Icons, Stenographer, Pho-

netic Association, Neologism, Digital Image, Al-

phanumeric Code, Individual Association, Regular-

ity. The method of “Ampliﬁcation” consists of tech-

niques: Modality, Sign, Personiﬁcation, Hyperbole,

Comedian, Fable, Stereo, Color Accent, Visualiza-

tion, Interpretation, Emotional Accent.

As a result of the teacher’s survey, a positive atti-

tude to the use of mnemonics was revealed, the most

popular of mnemonic techniques were Visualization,

Color Accent, Analogy, Storytelling, Rhyme and In-

terpretation.

The classiﬁcation of software used to create

mnemonic didactic materials is given: a package of

ofﬁce software with Smart-objects; mind mapping

software; services for creating video scribing presen-

tations; software for creating infographics.

The training on mastering mnemonic methods of

presenting educational material was developed. Ac-

cording to the results of the training, its positive in-

ﬂuence on the development of skills to create and use

mnemonic didactic materials by teachers of various

subjects was conﬁrmed. At the same time, it was

noted that natural sciences and mathematics teachers

had no problems with the technical implementation

of the plan in contrast to humanities teachers, who

rather presented ideas of mnemonic techniques, but

spent more time implementing the technical part of

creating mnemonic didactic materials.

The effectiveness of the training was conﬁrmed by

the sign test.

Prospects for further research are seen in the de-

veloped methodological support for the training of

pre-service teachers to use the techniques of mnemon-

ics in professional activities.

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