A Preliminary Study on the Use of Mind Mapping as a Visual-Learning Strategy in General Education Science Classes for Arabic Speakers in the United Arab Emirates

Autor/inn/en	Wilson, Kenesha; Copeland-Solas, Eddia; Guthrie-Dixon, Natalie
Titel	A Preliminary Study on the Use of Mind Mapping as a Visual-Learning Strategy in General Education Science Classes for Arabic Speakers in the United Arab Emirates
Quelle	In: Journal of the Scholarship of Teaching and Learning, 16 (2016) 1, S.31-52 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-9316
Schlagwörter	Cognitive Mapping; Semitic Languages; Misconceptions; Learner Engagement; Visual Learning; Science Education; Teaching Methods; Cooperative Learning; Culturally Relevant Education; Environmental Education; Educational Attainment; Feedback (Response); Scientific Concepts; Intervention; Locus of Control; Instructional Effectiveness; Foreign Countries; English (Second Language); Second Language Learning; Language of Instruction; Action Research; United Arab Emirates + Suchen Sie Ihr Suchwort? Arabisch; Hebräisch; Missverständnis; Visual education; Visuelles Lernen; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Umweltbildung; Umwelterziehung; Umweltpädagogik; Bildungsabschluss; Bildungsgut; Unterrichtserfolg; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Projektforschung; Vereinigte Arabische Emirate
Abstract	Mind mapping was introduced as a culturally relevant pedagogy aimed at enhancing the teaching and learning experience in a general education, Environmental Science class for mostly Emirati English Language Learners (ELL). Anecdotal evidence suggests that the students are very artistic and visual and enjoy group-based activities. It was decided to integrate an intervention that would incorporate Emirati artistic and collaborative practices, in an effort to engage them on all levels, such that their academic attainment is positively affected. Preliminary results based on a group of 60 students, from on-going active research, suggest that this method is quite useful in helping pupils summarise lengthy lessons and increase student engagement and communication amongst peers, which helps them to reinforce scientific theories and concepts. This method further facilitates on-the-spot identification of misconceptions that students may have, as the instructor can proffer an immediate feedback. Students seem more responsive and motivated as they positively contribute to their learning environment, which is believed can only further strengthen their internal locus of control. The results satisfy paucity in the literature on effective pedagogic strategies for Arabic ELLs in science. (As Provided).
Anmerkungen	Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01