Lessons learned and strategies used while teaching core-curriculum science courses to english language learners at a middle eastern university

Authors

  • Eddia Copeland Solas Zayed University, University College, Abu Dhabi - UAE
  • Kenesha Wılson Zayed University, University College, Abu Dhabi - UAE

DOI:

https://doi.org/10.36681/

Keywords:

Science Teaching Strategies, Arabic ELLs, Science Education, Mind Maps, Science Drawings

Abstract

This article describes a reflection on teaching strategies used and lessons learned by two western, expatriate university professors teaching core-curriculum science courses at a middle eastern university, where the native language is Arabic and the language of instruction is English.  Descriptions of effective strategies used and the benefits and limitations of each are provided. No rigorous quantitative data were collected on the efficacy of the interventions. However, the authors did note a marked increase in student engagement and active learning, critical thinking, student self-confidence, science self-efficacy and student performance over five semesters. As more of the pedagogical techniques were employed instructors noticed an improvement in instructor evaluation scores and an increase in positive student comments.

Downloads

Download data is not yet available.

References

Ausubel, D. P. (1980). Schemata, cognitive structure, and advance organizers: A reply to Anderson, Spiro, and Anderson. American Educational Research Journal, 17(3), 400- 404.

Berte, B., & West, M. (2014). Socrative by Mastery Connect. Retrieved January 12, 2015, from socrative.com: www.socrative.com

Bradley, K., & Bradley, J. (2004). Scaffolding Academic Learning for Second Langauge Learners. The internet TESL Journal, X (5).

Carr, J., Sexton, U., & Laguno, R. (2007). Making Science Accessible to English Learners: A Guidebook for Teachers. San Francisco, CA, USA: WestEd.

Carr, W. & Kemmis, S. (2004). Becoming Critial: Education, Knowledge and Action Research. London, RoutledgeFarmer

Cassels, J. R., & Johnstone, A. H. (1984). The effect of language on student performance on multiple choice tests in Chemistry. Journal of Chemical Education, 61 (7), 613-615.

Chickering, A., & Gamson, Z. (1987). Seven principles for good practice in undergraduate education. American Association of Higher Education Bulletin, 39 (7), 3-7.

Davies, M. (2011). Concept mapping, mind mapping and argument mapping: what are the differences and do they matter? Higher education, 62(3), 279-301. GetKahoot.com. (2014). Kahoot! Retrieved January 15, 2015, from Kahoot!:

https://getkahoot.com

Huijser, H., Kimmins, L., & Evans, P. (2008). Peer assisted learning in fleximode: Developing an online learning community. Australasian Journal of Peer Learning , 1 (1), 7.

Jewels, T., & Albon, R. (2012). "We don't teach English, we teach in English": teaching nonnative English speaking university students. Learning and Teaching in Higher Education: Gulf Perspectives, 9 (1).

Johnson, J., & Reynolds, S. (2005). Concept-Sketches - Using Student- and Instructorgenerated, Annotated Sketches for Learning, Teaching, and Assessment in Geology Courses. Journal of Geoscience Education, 53 (1), 85-95.

Johnstone, A., & Selepeng, D. (2001). A langauge problem revisited. Chemical Education: Research and Practice in Europe, 2 (1), 19-29.

Kapp, K. M. (2012). The Gamification of Learning and Instruction: Geme-based methods and strategies for training and education. San Francisco, CA: Pfeiffer; John Wiley & Sons Inc.

Kerns, B., Elhouar, S., J., S. M., Grant, J. M., McGowan, M., Rubash, A., et al. (2005). Ten Principles of Effective Teaching and Practical Examples for the Classroom and Blackboard.

Lee, I. (2010). The effect of learning motivation, total quality teaching and peer-assisted learning on study achievement: Empirical analysis from vocational universities or colleges' students in taiwan. The Journal of Human Resource and Adult Learning , 6 (2), 56-73.

Leopold, C., & Leutner, D. (2012). Science text comprehension: Drawing, main idea selection, and summarizing as learning strategies. Learning and Instruction, 22(1), 16-26.

McCullagh, J., & Jarman, R. (2009). Climate change? A comparison of language and literacy practices relating to the teaching of science across the Key Stage 2/3 interface in two school clusters. Literacy, 43 (3), 143-151.

Ministry of Higher Education and Scientific Research, U. (2014). Ministry of Higher Education and Scientific Research. Retrieved January 22, 2015, from Higher Education Institutions Guide: http://dalel.mohesr.gov.ae/about_ministry_en.aspx

Palincsar, A. S. (2005). 12 Social constructivist perspectives on teaching and learning. An introduction to Vygotsky, 285.

Prince, M. (2004). Does active learning work? A review of the research. Journal of engineering education, 93(3), 223-231.

Prophet, R., & Badede, N. (2009). Language and student performance in Junior Secondary Science Examinations: The case of second language learners in Botswana. International Journal of Science and Mathematics Education, 7 (2), 235-251.

Sessoms, T. (2012). Integrating Literacy Strategies into the Science Instruction Program. National Science Teachers Association Conference.

Sharif, N. M. (2012). Peer-tutoring and tertiary ESL learners. Procedia-Social and Behavioral Sciences , 66, 441-447.

Shea, L., Shanahan, T., Gomez-Zwiep, S., & Straits, W. (2012). Using Science as a Context for Language Learning: Impact and Implications from Two Professional Development Programs. Electronic Journal of Science Education , 16 (2).

Tien, L., Roth, V., & Kammeier, J. (2002). Implementation of a peer‐led team learning instructional approach in an undergraduate organic chemistry course. Journal of Research in Science Teaching, 39 (7), 606-632.

Topping, K. (2009). Peer Assessment. Theory in Practice , 48, 20-27.

Topping, K. (2005). Trends in Peer Learning. Educational Psychology , 25 (6), 631-645.

Woo, Y., & Reeves, T. C. (2007). Meaningful interaction in web-based learning: A social constructivist interpretation. The Internet and higher education, 10(1), 15-25.

Downloads

Issue

Section

Articles

Published

15.06.2015 — Updated on 15.06.2015

Versions

How to Cite

Copeland Solas, E. ., & Wılson, K. . (2015). Lessons learned and strategies used while teaching core-curriculum science courses to english language learners at a middle eastern university. Journal of Turkish Science Education, 12(2), 81-94. https://doi.org/10.36681/

Similar Articles

1-10 of 546

You may also start an advanced similarity search for this article.