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ERIC Number: EJ1092430
Record Type: Journal
Publication Date: 2016-Feb
Pages: 22
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: EISSN-1527-9316
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
Wilson, Kenesha; Copeland-Solas, Eddia; Guthrie-Dixon, Natalie
Journal of the Scholarship of Teaching and Learning, v16 n1 p31-52 Feb 2016
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.
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
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Arab Emirates