Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.The results satisfy paucity in the literature on effective pedagogic strategies for Arabic ELLs in science. 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.
This method further facilitates on the spot identification of misconceptions that students may have, as the instructor can proffer an immediate feedback.
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. 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. Anecdotal evidence suggests that the students are very artistic and visual and enjoy group-based activities. 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).
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