Journal article
Science education for students with special needs
Studies in science education, Vol.48(2), pp.187-215
09/2012
DOI: 10.1080/14703297.2012.737117
Abstract
Students with special needs tend to show significantly lower achievement in science than their peers. Reasons for this include severe difficulties with academic skills (i.e. reading, math and writing), behaviour problems and limited prior understanding of core concepts background knowledge. Despite this bleak picture, much is known on how to significantly improve science achievement for students with special needs. A recent comprehensive meta-analysis indicates that inquiry instruction which infuses appropriate scaffolds and supports, can significantly improve science achievement for students with special needs. This article will delineate the types of supports and scaffolds that students with special needs require to be successful in inquiry instruction. It will also provide concrete examples of how these supports have been successfully applied in an inclusive third through fifth grade science approach (i.e. the science writing heuristic).
Details
- Title: Subtitle
- Science education for students with special needs
- Creators
- Mary Grace Villanueva - University of IowaJonte Taylor - Pennsylvania State UniversityWilliam Therrien - University of IowaBrian Hand - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Studies in science education, Vol.48(2), pp.187-215
- Publisher
- Routledge
- DOI
- 10.1080/14703297.2012.737117
- ISSN
- 0305-7267
- eISSN
- 1940-8412
- Language
- English
- Date published
- 09/2012
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371118702771
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