Journal article
Seeing Chemistry through the Eyes of the Blind: A Case Study Examining Multiple Gas Law Representations
Journal of chemical education, Vol.90(6), pp.710-716
06/11/2013
DOI: 10.1021/ed3005903
Abstract
Adequately accommodating students who are blind or low-vision (BLV) in the sciences has been a focus of recent inquiry, but much of the research to date has addressed broad accommodations rather than devising and testing specific teaching strategies that respond to the unique challenges of BLV students learning chemistry. This case study seeks to identify instructional techniques that support or impede the representation of information for BLV students in the context of a typical gas laws unit in a college chemistry course for science majors. Desimone's framework on selection and attention informed the analysis. A blind student participated in five interviews to provide insights on how symbols, equations, and concepts were communicated and interpreted. Findings identified in the analysis of transcripts pertain to three communication modalities of interest: verbal, written, and tactile representations of information to aid learning. Using the results generated for practitioners, the authors generated guidelines for faculty, teaching assistants, and university administrators to improve the teaching and learning chemistry for BLV students.
Details
- Title: Subtitle
- Seeing Chemistry through the Eyes of the Blind: A Case Study Examining Multiple Gas Law Representations
- Creators
- Jordan Harshman - Miami UniversityStacey Lowery Bretz - Miami UniversityEllen Yezierski - Miami University
- Resource Type
- Journal article
- Publication Details
- Journal of chemical education, Vol.90(6), pp.710-716
- DOI
- 10.1021/ed3005903
- ISSN
- 0021-9584
- eISSN
- 1938-1328
- Publisher
- Amer Chemical Soc
- Number of pages
- 7
- Language
- English
- Date published
- 06/11/2013
- Academic Unit
- Chemistry
- Record Identifier
- 9984934818602771
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