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.

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Published: Feb 26, 2016
DOI: https://doi.org/10.14434/josotl.v16i1.19181
Keywords:
Mind Mapping, Arabic English Language Learners, Environmental Science.

Main Article Content

Kenesha Wilson
Zayed University
Eddia Copeland Solas
Higher Colleges of Technology (Formerly of Zayed University, Abu Dhabi)
Natalie Guthrie-Dixon
University of Technology, Jamaica

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 to 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.

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How to Cite
Wilson, K., Copeland Solas, E., & Guthrie-Dixon, N. (2016). 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. Journal of the Scholarship of Teaching and Learning, 16(1), 31–52. https://doi.org/10.14434/josotl.v16i1.19181
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Vol. 16 No. 1 (2016): Journal of the Scholarship of Teaching and Learning
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Articles
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Author Biographies

Kenesha Wilson, Zayed University

Assistant Professor, Department of Interdisciplinary Studies, University College

Eddia Copeland Solas, Higher Colleges of Technology (Formerly of Zayed University, Abu Dhabi)

Assistant Professor, Department of General Studies

Natalie Guthrie-Dixon, University of Technology, Jamaica

Lecturer School of Mathematics and Statistics Faculty of Science and Sport

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