Journal article
Science for All: Engaging Students with Special Needs in and About Science
Learning disabilities research and practice, Vol.26(4), pp.233-240
11/01/2011
DOI: 10.1111/j.1540-5826.2011.00344.x
Abstract
The notion of "science for all" suggests that all students-irrespective of achievement and ability-should engage in opportunities to understand the practice and discourse of science. Improving scientific literacy is an intrinsic goal of science education, yet current instructional practices may not effectively support all students, in particular, students with special needs. Argument-based inquiry approaches, such as the Science Writing Heuristic (SWH), require all students to construct their scientific understandings by engaging in investigations and negotiating their ideas in multiple contexts, such as discussions and writing. Various SWH studies demonstrated that students engaged in appropriating the language, culture, practice, and dispositions of science generally improved their critical thinking and standardized test scores. The implementation of such an approach has several implications for science and special education research and practice, including how learning environments should be established to encourage the inclusion of all students' ideas, as well as how scaffolded supports can and should be used to support science learning.
Details
- Title: Subtitle
- Science for All: Engaging Students with Special Needs in and About Science
- Creators
- Mary Grace Villanueva - University of Florida College of EducationBrian Hand - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Learning disabilities research and practice, Vol.26(4), pp.233-240
- Publisher
- Wiley
- DOI
- 10.1111/j.1540-5826.2011.00344.x
- ISSN
- 0938-8982
- eISSN
- 1540-5826
- Number of pages
- 8
- Language
- English
- Date published
- 11/01/2011
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984374242102771
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