Using Inquiry-Based Instruction for Teaching Science to Students with Learning Disabilities

Autor/inn/en	Aydeniz, Mehmet; Cihak, David F.; Graham, Shannon C.; Retinger, Larryn
Titel	Using Inquiry-Based Instruction for Teaching Science to Students with Learning Disabilities
Quelle	In: International Journal of Special Education, 27 (2012) 2, S.189-206 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Learning Disabilities; Student Attitudes; Science Instruction; Scientific Attitudes; Elementary School Science; Elementary School Students; Educational Change; Inquiry; Energy; Equipment; Intervention; Science Education; Scientific Concepts; Science Curriculum; Special Education; Pedagogical Content Knowledge; Learning Activities; Educational Strategies; Federal Legislation; Educational Legislation; United States + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungsreform; Energie; Naturwissenschaftliche Bildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Pädagogische Kompetenz; Lernaktivität; Lehrstrategie; Bundesrecht; Bildungsrecht; Schulgesetz; USA
Abstract	The purpose of this study was to examine the effects of inquiry-based science instruction for five elementary students with learning disabilities (LD). Students participated in a series of inquiry-based activities targeting conceptual and application-based understanding of simple electric circuits, conductors and insulators, parallel circuits, and electricity and magnetism. Students' conceptual understanding of these concepts was measured through a test designed by the investigators. The students' attitudes towards science were measured through scientific attitudes inventory (SAI-II). The results indicated that all students acquired the science content covered during the intervention and maintained their performance six weeks later. In addition, students improved their attitudes towards science. Our discussion focuses on the ways in which we can make science learning accessible to students with learning disabilities by making changes in curriculum, instruction and assessment. (Contains 4 tables and 5 figures.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10