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The Effectiveness of an Argument-Based Teaching and Learning Approach for Improving the Critical Thinking and Scientific Ability of Elementary Students with Special Needs
Journal article   Open access

The Effectiveness of an Argument-Based Teaching and Learning Approach for Improving the Critical Thinking and Scientific Ability of Elementary Students with Special Needs

yungkeun park, Mack Shelley, William Therrien, Sae Yeol Yoon and Brian Hand
The Journal of Special Children Education, Vol.15(4), pp.491-515
12/2013
DOI: 10.21075/kacsn.2013.15.4.491
url
https://doi.org/10.21075/kacsn.2013.15.4.491View
Published (Version of record) Open Access

Abstract

The purpose of this study is to analyze the effect of the 'inquiry learning method with emphasis on discussion' on critical thinking skills and scientific achievement of elementary school special education students. The Inquiry Learning Method, which emphasizes discussion, helps special education students actively participate in scientific inquiry activities through interaction with peers. For the purpose of this study, 48 general elementary schools in the central United States were divided into 24 experimental group schools that conducted the "Inquiry Science Writing Activity," which is one of the "inquiry learning methods with an emphasis on discussion," and 24 control group schools that did not use this intervention learning, and tested the critical thinking skills and science achievement of special education elementary school students who were receiving integrated education in each school. The results of the study showed that elementary school students in special education who experienced the inquiry learning method with an emphasis on discussion significantly improved their critical thinking skills after one year of intervention. Specifically, among the sub-components of critical thinking, inductive thinking and observational thinking were found to be significantly improved. In addition, elementary school students in special education who experienced the inquiry learning method with an emphasis on discussion showed significant improvement on science performance tests after one year of intervention compared to students who did not receive the intervention. It would be meaningful to use 'inquiry science writing activities' in elementary school 'science' classes, as the use of inquiry learning methods that emphasize discussion in elementary school 'science' classes in Korea can bring about the improvement of critical thinking ability and scientific academic achievement of elementary school students with special education needs.

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