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

• Published in: The journal of scholarship of teaching and learning Vol. 16; no. 1; pp. 31 - 52
• Main Authors: Wilson, Kenesha, Copeland Solas, Eddia, Guthrie-Dixon, Natalie
• Format: Journal Article
• Language: English
• Published: Indianapolis Indiana University Press 01-02-2016; Indiana University; Indiana University Office of Scholarly Publishing
• Subjects: Action Research; Arabic English Language Learners; Arabic language; Classroom communication; Cognitive Mapping; Collaboration; Cooperative Learning; Culturally Relevant Education; Education; Educational Attainment; Educational Environment; English (Second Language); English as a second language; English as a second language learning; English language learners; Environmental Education; Environmental Science; Feedback; Feedback (Response); Foreign Countries; Foreign language instruction; Instructional Effectiveness; Intervention; Language of Instruction; Learner Engagement; Learning environment; Learning strategies; Locus of Control; Mann Whitney U Test; Mind Mapping; Misconceptions; Science Education; Scientific Concepts; Second Language Learning; Semitic Languages; Students; Teaching Methods; United Arab Emirates; Visual Learning; United Arab Emirates
• ISSN: 1527-9316; 1527-9316
• DOI: 10.14434/josotl.v16i1.19181

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.