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Teaching Students with Disabilities in Science: Best Practices for Student Success
Abstract
In science education, both students with disabilities (respectively special educational needs [SEN]) and those without face various barriers. In the last years, there has been a shift in research and practice from a narrow focus on science education for students with SEN to a broader concept of "science for all". This change, in addition to the normative requirements of the UN Convention on the Rights of Persons with Disabilities, is guided by the idea that what benefits students with SEN also benefits all students. As a result, there is now a wealth of knowledge of best practices in the classroom to enhance science education for all learners-but also desiderata. Concurrently, potential approaches for enhancing (initial) teacher education for inclusive science education are implemented and evaluated at various universities to further drive progress. This chapter provides an overview of different definitions of inclusion in the context of science education, key aspects of and barriers to inclusive science education. Based on this, empirically based best practices to minimise barriers and enable participation are presented.
Ein modernes Arbeitsheftkonzept für den digital gestützten Unterricht sind
MuxBooks, das Multimedia User Experience Book, welches für den
Sachunterricht adaptiert wurde. Die leeren eBooks werden von
Fachpersonen vorstrukturiert, multimedial angereichert und anschließend
von Lernenden individuell mit Inhalten gefüllt. Dieses Konzept wird bereits
in vielfältigen Kontexten eingesetzt, jedoch bislang nur unzureichend
erforscht.
Diese Studie beantwortet die grundlegende Frage, wie vorstrukturierte
MuxBooks aus Sicht von Lehrkräften und Lernenden gestaltet sein müssen.
Hierzu wurde eine qualitative Interviewstudie durchgeführt, in deren
Rahmen sechs Lehrkräfte und acht Lernende aus dem Großraum Freiburg
befragt wurden. Die Auswertung der Daten führte zur Erstellung eines
Kriterienkatalogs mit 86 Kriterien für die Gestaltung von MuxBooks.
Dieser elfte Band der Reihe „Lehr- und Lernforschung in der Biologiedidaktik“ beinhaltet eine Auswahl theoretischer und empirischer Originalarbeiten aus der aktuellen Forschung in der Biologiedidaktik sowie Überlegungen und Diskussion von Round Tables sowie von Symposien, die 2023 auf der Tagung der Fachsektion Didaktik der Biologie im Verband Biologie, Biowissenschaften & Biomedizin in Deutschland (FDdB im VBIO) an der Pädagogischen Hochschule Ludwigsburg präsentiert wurden. Im Kontext des Tagungsthemas „Herausforderung Zukunft“ wurden Erkenntnisse, Erfahrungen und Anwendungen biologiebezogenen Lehrens und Lernens präsentiert und diskutiert. Die Biologiedidaktik begreift sich im 21. Jahrhundert mehr denn je als Zukunftsdisziplin an der Schnittstelle zwischen Wissenschaft und Gesellschaft. Zum einen tragen biologische Konzepte zum Verständnis der Herausforderungen unserer Zeit bei. Zum anderen spielt die Kompetenzförderung mit Bezug zu den so genannten 21st Century Skills oder Futures Literacy eine herausragende Rolle. Heranwachsende sowie die Öffentlichkeit werden in der Gestaltung einer sich wandelnden Welt darin unterstützt, die Rolle der (Bio-)Wissenschaften in gesellschaftlichen Entscheidungsprozessen zu verstehen und kritisch zu hinterfragen. Wie auch in früheren Jahren wurden alle Beiträge einem Peer-Review unterzogen.
Die Kooperation von Lehrkräften verschiedener Lehrämter gilt als wesentliche Voraussetzung für den gelingenden Umgang mit Heterogenität in der Schule. Die Entwicklung kooperativer Kompetenz wird somit zur zentralen Aufgabe der Lehrer:innenbildung. Jedoch fehlt es bisher an einer universitären Verankerung entsprechender Ausbildungsinhalte bzw. -formate. An dieser Stelle setzt das Modellprojekt „Inklusion – Kooperation in (multi)professionellen Teams in der Primarstufe“ an. Studierende des Lehramtes für Grundschulen sowie sonderpädagogische Förderung werden von Lehrenden aus der Grundschul- und Sonderpädagogik auf die Arbeit im Team in inklusiven Lerngruppen in einem gemeinsamen Seminar vorbereitet. Anschließend absolvieren sie ihr Praxissemester im Tandem, um insbesondere Elemente kokonstruktiver Kooperation in der gemeinsamen Planung, Durchführung und Reflexion von Unterricht zu erproben. Ausgangspunkt ist die Frage, wie Studierende die Kooperation im Tandem erleben und für ihren Professionalisierungsprozess nutzen können. Die Ergebnisse aus fünf Interviews mit Studierendentandems (N=10) zeigen ein Erreichen kokonstruktiver Zusammenarbeit als Ergebnis eines non-reflexiven Entwicklungsprozesses trotz einer nicht auf Kooperation ausgerichteten Schulpraxis. Abstract Cooperation between teachers from different teaching professions is considered an essential prerequisite for the successful handling of heterogeneity in schools. Developing cooperative competence is therefore a central element in teacher education, but corresponding academic training content and formats are still rare. The model project "Inclusion - Cooperation in (Multi)professional Teams at the Primary Level" addresses this issue and aims to fill that gap. Pre-service teachers of elementary school and special education are prepared by university lecturers from education sciences and special needs education for teamwork in inclusive learning groups in a joint seminar. They complete their practical semester in tandem, testing elements of co-constructive cooperation in the joint planning, implementation and reflection of lessons. The question is therefore how pre-service teachers experience cooperation in tandems and how they can use it for their professionalization process. Findings from five interviews with pre-service teacher tandems (N=10) indicate a co-constructive cooperation as a result of a non-reflexive development process despite a school practice that is not oriented toward cooperation.
The study of inclusive science education poses researchers with new challenges and tasks. There is an inherent complexity within this field as it requires understanding of science subject matter in combination with the normative demands of inclusive pedagogy. A Delphi study was conducted to systematically survey research challenges that arise in the research of inclusive science education from the perspective of experts. In the Delphi study, challenges for research on inclusive science education were identified using an exploratory approach in the first round. In the course of the following rounds, a consensus could be reached for eight challenges (> 50% agreement, IQR < 1, SD < 1.5). These included challenges known from the literature, e.g. a lack of suitable research instruments. The results also showed a change or an overcoming of challenges documented in earlier articles. For example, many experts, no longer experience a lack of research studies as a challenge. Alongside the progress made in the research field of inclusive science education, challenges still need to be addressed, such as the discrepancy between existing theoretical approaches and actual teaching practices. Future research must address these issues.
The paper presents a literature review on current barriers and boosters in the context of initial science teacher education for inclusion. The authors argue that current science teacher education programs for prospective teachers could be improved by adopting a more conceptually grounded and sustainable approach toward inclusion. To this end, the paper proposes an approach based on inclusive values and evidence-based practices that would benefit all students. Firstly, the paper identifies several barriers that exist in current science teacher education programs, including the dominance of an add-on approach, separate teacher education tracks, and inadequate preparation for the topic leading to decreasing self-efficacy toward inclusion. Secondly, to overcome these barriers, the paper proposes the integration of evidence-based practices, collaboration, and knowledge-transfer in science teacher education programs. These boosters can equip prospective science teachers with the necessary skills and knowledge for effective inclusive science education. Overall, the paper provides valuable insights and recommendations for improving initial science teacher education programs in the context of inclusion.
Ein diklusiver (digitaler und inklusiver) naturwissenschaftlicher Unterricht bietet spezifische Potenziale, aber auch Barrieren bezüglich der Gestaltung von Lehr-Lern-Prozessen. Im Rahmen der Lehrkräftebildung müssen diese Bedarfe zunächst einmal identifiziert und anschließend adressiert werden. Vor diesem Hintergrund analysiert der Beitrag den aktuellen theoretischen und empirischen Forschungsstand und arbeitet Leerstellen sowie Qualifizierungsbedarfe von (angehenden) Lehrkräften heraus. Dabei wird das TPACK-Modell (Technological Pedagogical Content Knowledge) vor dem Hintergrund der Bedarfe eines diklusiven naturwissenschaftlichen Unterrichts sowie der damit verbundenen Anforderungen an Lehrkräfte ausdifferenziert. Der Beitrag mündet in einer Darstellung und Erörterung des erweiterten Modells (ITPACK-NW). Das Kompetenzmodell wurde für den Kontext inklusiver Lerngruppen entwickelt und besteht aus den Elementen des inklusionspädagogischen, fachdidaktischen und technologiebezogenen Wissens sowie deren Überschneidungsbereiche. Abschließend werden Potenziale für den Einsatz innerhalb der Lehrkräftebildung und Forschung aufgezeigt. Abstract Digital and inclusive science education, referred to as "diclusive", has the potential to offer specific benefits. However, there are also barriers to designing effective teaching and learning processes. Therefore, it is essential to identify these needs in teacher education and address them accordingly. This article analyzes the current state of theoretical and empirical research to identify gaps and the qualification needs of (prospective) teachers in the context of inclusive science education. The TPACK model (Technological Pedagogical Content Knowledge) is discussed in light of the needs of inclusive science education and the associated requirements for teachers. The article concludes with a presentation and discussion of the extended model, ITPACK-NW. This competency model is developed specifically for the context of inclusive learning groups and includes elements of inclusive education, subject didactics, and technology-related knowledge, as well as their overlapping areas. Finally, the article highlights the potential use of ITPACK-NW in teacher education and research.
This design-based research (DBR) investigates the redesign of a 13-month interdisciplinary teacher preparation program to co-prepare secondary and special education teacher candidates to plan and implement evidence- based practices to meet content and literacy needs of all learners within secondary classrooms. The Theory of Change explores mechanisms for change under the umbrella of Universal Design for Learning (UDL). The UDL framework can support teacher candidates in meeting the needs of students with exceptionalities in the general education classroom, yet few studies have explored the in-depth application of UDL in authentic settings across preparation program duration. DBR methods organize study design, iterative data collection, and retrospective analysis
of artifacts including candidates' edTPA portfolios and action research papers. Findings revealed strengths and challenges in candidates’ (n = 14) application of components. Results for specific components and various disciplines are discussed. Implications for collaborative preparation of general and special education candidates are identified.
Digitale Medien im inklusiven naturwissenschaftlichen Unterricht (Nawi-U) besitzen das Potenzial, Barrieren bei Schüler:innen in Bezug auf das (über-)fachliche Lernen abzubauen und/oder Lernprozesse zu strukturieren, zu individualisieren und zu optimieren, sodass Teilhabe an naturwissenschaftlicher Grundbildung ermöglicht wird. In diesem Kontext sind in den letzten Jahren zahlreiche digitale Konzepte, Formate und Tools entwickelt worden. Der Beitrag bündelt den aktuellen Forschungsstand im Rahmen eines systematischen Literaturreviews. Das Review gibt einen Überblick über die aktuelle Publikationslage und stellt dar, welche digitalen Lernmöglichkeiten für den inklusiven Nawi-U vorliegen, welche naturwissenschaftlichen Fächer, Zielgruppen und -dimensionen in den Blick genommen, welche Barrieren und Potenziale adressiert und welche Wirkeffekte auf das (über-)fachliche Lernen bedeutsam werden. Auf Basis des Reviews werden abschließend Implikationen und Forschungsdesiderata herausgearbeitet.
https://elibrary.utb.de/doi/book/10.35468/9783781559905
Die Entwicklung einer scientific literacy for all stellt die Zielsetzung eines inklusiven naturwissenschaftlichen Unterrichts dar, in dem Lernende neben Fachinhalten auch fächerübergreifende Kompetenzen erwerben. Insbesondere der Prozess der naturwissenschaftlichen Erkenntnisgewinnung, der einhergeht mit dem Erwerb und der Anwendung naturwissenschaftstypischer Denk-und Arbeitsweisen, eröffnet vielfältige Nutzungsmöglichkeiten für digitale Medien, um im Prozess immanente Barrieren zu minimieren. Ausgehend vom NinU-Schema wird das didaktische Wirkungsfeld digitaler Medien im inklusiven natuwissenschaftlichen Unterricht mit Fokus auf das Experimentieren in diesem Beitrag theoretisch umrissen sowie Einstellungen und die resultierende Unterrichtspraxis von Lehrkräften innerhalb dieses Feldes dargestellt. Die Ergebnisse verschiedener Projekte zeigen, dass, obwohl der Einsatz digitaler Medien beim Experimentieren bereits Einzug in die naturwissenschaftliche Unterrichtspraxis gefunden hat, das Potenzial einiger Medien für eine inklusive Unterrichtsgestaltung bisher noch nicht ausgeschöpft bzw. beachtet wird. Beispiele hierfür sind die Nutzung von eBooks zur Verständnisunterstützung von Experimentieranleitungen sowie die Einbindung von Experimentiervideos, um die Planungs-, Durchführungsund Auswertungsphase beim Experimentieren zu unterstützen.
In today's world shaped by technology and the natural sciences, knowledge and skills related to experimentation are crucial, especially given growing public debates about science-related topics. Despite a strong emphasis on experimentation in science curricula worldwide, learners still encounter diverse challenges when experimenting. This paper provides a systematic review of empirical research on learners' challenges during the following inquiry phases: stating research questions, generating hypotheses, planning and conducting an experiment, analysing data and drawing conclusions. A database search and an analysis of two prior narrative literature reviews identified 368 studies, of which 66 were used for further analyses after screening for eligibility using specific inclusion criteria. The analyses revealed 43 challenges at the conceptual , procedural and epistemic level that not only elementary but even university students face during experimentation. Additionally, cognitive biases and preconceptions are identified as a source of such challenges. Overall, the findings demonstrate a lack of in-depth research on stating research questions despite its importance for experimentation, whilst learners' abilities in the other inquiry phases have been intensively investigated. The results offer valuable information for science education research and provide a basis for tailored scaffolding in the science classroom or the design of effective instructional interventions.
Teachers’ belief systems about the inclusion of students with special needs may explain gaps between policy and practice. We investigated three inter-related aspects of teachers’ belief systems: teachers’ cognitive appraisals (e.g., attitudes), emotional appraisal (e.g., feelings), and self-efficacy (e.g., agency to teach inclusive classrooms). To date, research in this field has produced contradictory findings, resulting in a sparse understanding of why teachers differ in their belief systems about inclusive education, and how teachers’ training experiences contribute to their development of professional beliefs. We used meta-analysis to describe the level and range of teachers’ beliefs about inclusive education, and examine factors that contribute to variation in teachers’ beliefs, namely (1) the point in teachers’ career (pre-service versus in-service), (2) training in special versus regular education, and (3) the effects of specific programs and interventions. We reviewed 102 papers (2000–2020) resulting in 191 effect sizes based on research with 40,898 teachers in 40 countries. On average, teachers’ cognitive appraisals, emotional appraisals, and efficacy about inclusion were found to be in the mid-range of scales, indicating room for growth. Self-efficacy beliefs were higher for preservice ( M = 3.69) than for in-service teachers ( M = 3.13). Teachers with special education training held more positive views about inclusion than regular education teachers ( d = 0.41). Training and interventions related to improved cognitive appraisal ( d = 0.63), emotional appraisal ( d = 0.63), and self-efficacy toward inclusive practices ( d = 0.93). The training was particularly effective in encouraging reflection of beliefs and, eventually, facilitating belief change when teachers gained practical experience in inclusive classrooms. Six key findings direct the next steps.
Teachers are a key factor for an inclusive education for all learners. Science teachers are responsible for facilitating scientific literacy for all learners, reducing barriers and enabling participation to shape the society of tomor-row. Providing those opportunities means educating future teachers on how to plan, create and analyze inclusive sci-ence lessons for all learners and valuing diversity. Especially, the competence to analyze is seen as a necessity to develop high quality teaching.Purpose:To understand the competency development of future teachers regarding inclusive science education, ex-perts in this field are invited to analyze a video vignette showing inclusive science education. The experts identify and analyze inclusive science education within a video-stimulated reflection (VSRef) to create a reference norm for the investigation of future teachers’ competencies. For the purpose of context-related data analysis, we developed a five-stage model to categorize the VSRefs: The Analytical Competency Model (ACM).Sample/Setting:Our participants include experts in the field of inclusive science education (N=6): three PhD stu-dents and three post docs who do research and teach in inclusive science education. Five hold a Master of Education (biology, chemistry and/or physics for secondary schooling and one in primary education), one participant has a Mas-ter’s degree in Special Needs Education. The range in age is 25-35 and all experts are from Germany.Design and Methods:The experts watched a five-minute video vignette showing an inquiry-based learning setting on solubility. They were asked to observe, interpret and generate alternatives to the noticed teacher actions. We ana-lyzed the VSRefs with a structured qualitative content analysis. We used expert validity to validate our ACM and calculated an intercoder reliability of the coding results regarding our ACM. Results:The experts targeted all five stages with varying strength and showed high analytical competency in reflecting inclusive science education in the presented video-vignette. This will be illustrated and explained with examples of the experts’ reflections.Conclusions:Our ACM can be used in higher education to evaluate the success of seminars on the topic ofinclusive science education. The experts’ framing will be used in an investigation of a pre-service teacher sample to evaluate the development of their analytical competencies throughout a three-semester project-based seminar.
Keywords: Inclusive ScienceEducation, Professional Vision, Teacher Professional Development, Analytical Competency,Qualitative Methods, Video Analysis
All students have the right to participate in science education. For this to be achieved, not only research in the inclusive context needs to be further developed, but teachers also require guidance on how to implement inclusive science education in practice. To meet this demand, the Framework for Inclusive Science Education was developed in the federally funded project “Teaching Science Education Inclusively” (Nawi-In). Since the Framework was previously systematically derived from the literature (Brauns & Abels, 2020), only a smaller part of which came from empirical work, the Framework was verified in practice in a validation process. This means that in several steps the Framework was applied to different data of the Nawi-In project (classroom videos and audio-recorded lesson reflections of student teachers). In the case of the classroom videos, it was analysed which inclusive science aspects from the Framework the student teachers had implemented in practice. In the lesson reflections, it was analysed which inclusive science aspects the student teachers had noticed in their own and another teacher’s classroom videos. By applying the Framework to the data as means of validation, it was analysed, for example, how disjunctive the categories are. The Framework was extended by inductive categories, i.e., it is showing even more or more concrete inclusive approaches to science education now. In addition, further quality criteria were reviewed. Implications have led to the revision of the Framework. The new Framework for Inclusive Science Education 2.0 consists of a total of n=2117 categories. Of these, there are 15 main categories, each of which has 12 subcategories. The subcategories are each divided into codes and more concrete subcodes. The recurring structure of the subcategories and codes has made the application of the Framework simpler and more comprehensible. Nevertheless, the Framework 2.0 still only shows different approaches to inclusive science teaching, but cannot conclude whether all students could actually participate in the class. The implications show that the Framework 2.0 has the potential to continue to be used in science teacher education, to be applied to further data in science education research and possibly to be transferred to other subjects.
Background: Tasks constitute a crucial element of learning environments as they prompt students to engage with the learning content. Among others, doing science, particularly conducting experiments, includes very specific task formats and activities which focus strongly on writing, reading, mathematical, and fine-motoric skills. In order to enable all students to participate in science education, these task formats need to be re-designed, since they present barriers for many learners or even exclude some completely (Stinken-Rösner & Abels, 2021).
Purpose: The purpose of this paper is to demonstrate different approaches to design ‘inclusive’ tasks that allow all students to participate in investigating the ‘Flaschentuten’ phenomenon. Acoustics is an essential part of physics education, which is not only challenging for hearing-impaired students. Due to its complexity and high level of abstraction, acoustics is a barrier-loaden topic for many learners. We show how students can engage with the same context on different levels of abstraction, depending on their individual previous experiences and needs and how various scaffolding offers can support individual and mutual learning.
Sample/Setting: The ‘Flaschentuten’ context is used in the course of an introductory seminar on inquiry-based learning. Over the last three years, more than 100 pre-service teachers investigated the ‘Flaschentuten’ phenomenon. None of the participants were enrolled in physics study programs at university level. Some already had experience with the context, but none was able to explain the phenomenon scientifically.
Design and Methods: In order to enable participation for all learners, typical tasks connected to doing science were re-designed following the Framework for Inclusive Science Education (Brauns & Abels, 2021). We chose the context “Flaschentuten”, since learners can engage practically with this phenomenon even with no to little knowledge about the underlying scientific content. Additionally, various scaffolding offers (e.g., material, linguistic, cognitive, and communicational) as well as different types of digital media were implemented. Following the design-based research approach, the learning environment was continuously further developed and tasks re-designed in accordance to our observations (and to allow distance learning during COVID-19).
Results: The observations on how learners engage with the context ‘Flaschentuten’ and the inclusively designed tasks are based on three years of experiences. The context ‘Flaschentuten’ proved to foster students’ situational interest. Typically occurring research questions relate to the characteristics of the bottle, the filling level, the filling material and to the way the bottle is 'played'. The complexity of the corresponding experimental setup and the acquisition of measurements varied depending on students’ previous experiences, knowledge and skills. Also, students made use of the re-designed tasks which allowed for new approaches. In particular, the digital media offers (measurement app and digital documentation in form of audios/pictures/videos) were very popular among learners.
Conclusions: In conclusion, the experiences made with the context ‘Flaschentuten’ show that re-thinking tasks from the perspective of inclusive science education can result in learning environments that enable participation for all learners. Applying frameworks, such as the Framework for Inclusive Science Education (Brauns & Abels, 2021), can help teachers to identify potential barriers of contexts, tasks and materials as well as to provide alternative approaches that are compatible with the requirements of inclusive science education.
In this paper, we intend to consider different understandings of inclusive education that frame current public and professional debates as well as policies and practices. We analyze two – somewhat opposing – discourses regarding inclusive education, namely, the “inclusion for some” – which represents the idea that children with special needs have a right to the highest quality education which can be delivered by specially trained staff, and the “inclusion for all” – which represents the idea that all children regarding their diverse needs should have the opportunity to learn together. To put the two discourses in a dialogical relation, we have reconstructed the inferential configurations of the arguments of each narrative to identify how the two definitions contribute to position children with and without special needs and their teachers. The results show the possibilities to bridge the two narratives, with respect to the voices they promote or silence, the power relations they constitute, and the values and practices they enact or prevent.
In der aktuellen bildungspolitischen Diskussion stehen insbesondere Inklusion und die
Digitalisierung des Unterrichts im Fokus. Trotz gleicher Ziele, nämlich dem Abbau von
Barrieren und der Partizipation aller Lernenden (Ainscow, 2007; KMK, 2016), finden
beide Diskussionen jedoch häufig getrennt voneinander statt. Die Forderung nach
Partizipation aller gilt auch für den naturwissenschaftlichen Unterricht, der jedoch mit
seinen speziellen Denk- und Arbeitsweisen komplexe Ansprüche an Lehrende und
Lernende stellt. Durch die starke Handlungsorientierung und vielfältigen
Nutzungsmöglichkeiten für digitale Medien kann der Forderung dennoch
nachgekommen werden, was im Rahmen dieses Beitrages gezeigt wird. Es wird
diskutiert, auf welche Weise digitale Medien dabei helfen können
naturwissenschaftstypische Barrieren zu minimieren, aber auch, ob durch ihren
Einsatz andere Barrieren, Benachteiligung oder Separation entstehen können.
(In: S. Hundertmark, X. Sun, S. Abels, A. Nehring, R. Schildknecht, V. Seremet, C. Lindmeier (Hrsg.), Naturwissenschaftsdidaktik und Inklusion – 4. Beiheft Sonderpädagogische Förderung heute. Beltz Juventa)
Open Access Version verfügbar unter: https://www.beltz.de/fileadmin/beltz/kostenlose-downloads/978-3-7799-6496-4.pdf
Background: There is a growing view that ‘Big Ideas of science education’ are useful for teaching science but there is not much knowledge of how teachers work with them.
Purpose: This study explores the conceptualisation and practice of the use of Big Ideas of science education by primary and secondary teachers in Chile.
Sample: A total of 63 science teachers (a purposive sample) from pre-school, primary and secondary education in Valparaíso Region in Chile participated in the study, with 38 of them answering all the questions in the research instrument and 25 answering some of them.
Design and methods: The research instrument was a questionnaire with open-ended questions.
Results: The use of Big Ideas was seen as the ‘natural way’ to teach science, mostly related to the students’ daily lives. Many of the teachers had their own understanding of Big Ideas. They were very positive about Big Ideas, seeing them as a possible way of connecting with the daily lives of students and facilitating progression in students’ learning of science. The teachers also saw Big Ideas as enabling students to work collaboratively and make links between different parts of the curriculum, helping them to understand how science works, and preferable to having to teach an overloaded science curriculum that lacks such an organising framework.
Conclusion: The teachers were more interested in their own creation and development of Big Ideas rather than simply adopting the existing, official published framework and adhering to what is said in the Chilean curriculum regarding the approach of Big Ideas. These results indicate the need to explore in depth such varied conceptualisations of schoolteachers regarding the approach of Big Ideas. In turn, this can offer empirical insights into the way Big Ideas are treated in policy documents in Chile and elsewhere.
Students with special educational needs (SEN) are often left behind in science education, and research largely ignores this population. In particular, very limited research examines the intersection between the nature of science (NOS) and special education (SPED). To address this gap, the study investigated 18 preservice SPED teachers’ NOS plans and instructions in a methods course, as well as their perceptions of the role of NOS and its relevance to SEN. The data sources included written reflections, interviews, lesson plans and microteaching during class. Most preservice teachers planned and implemented NOS lessons within inquiry within the class, although NOS was not required. This finding represents a strong outcome as participants were non-science majors and were provided only a short period of NOS intervention. Importantly, the preservice SPED teachers considered NOS to be relevant to SEN, considering students’ unique ideas and different ways of thinking. This provided initial evidence that preservice SPED teachers may view teaching NOS as a way to highlight students’ differences in ideas/perspectives, supporting their contributions to science. Future research will investigate the NOS learning outcomes of SEN.
50 free digital copies available at: https://www.tandfonline.com/eprint/KBAZPVSBHTSYSDT5JEFH/full?target=10.1080/09500693.2021.1893857
Teachers’ beliefs inform their instructional practice, which in turn has direct bearing on students’ success. The current study utilised Trochim’s Group Concept Mapping (GCM) to explore the experiences that influence pre-service teachers’ beliefs about teaching and learning in inclusive classrooms. Fifty-one pre-service teachers at the end of their programme were interviewed about these experiences. Fifteen pre-service teachers sorted the statements that captured these experiences and rated how important they would be for developing beliefs about teaching in inclusive classrooms. Four distinct themes were identified as was their importance. Practicum/collaboration experiences were most important followed by work and personal experience, and then education. These results underscore the importance of both professional and personal experiences and implicate teacher education programmes in the development process.
In the last decades, subject-matter education (Fachdidaktik) has been addressing the idea of inclusion rather incidentally. Although inclusive teaching and learning became more and more prominent in research and practice, a theoretical scheme combining inclusive pedagogy with respective subject-specific characteristics is still missing. This article by members of NinU ("Netzwerk inklusiver naturwissenschaftlicher Unterricht"/"Network Inclusive Science Education") focuses on this challenge with science as an exemplary subject. To systematically combine the two perspectives, the article presents selected and significant characteristics of inclusive pedagogy and science education, before a scheme is suggested adjoining the two perspectives. NinU itself, as well as the presented scheme, can serve as a successful example of cooperation beyond disciplinary boundaries. Educators of other subjects are invited to identify significant aspects of their own subject that could be brought together with inclusive pedagogy in the same manner.
Since the Salamanca Statement was published in 1994 a massive amount of research has addressed the issue of inclusive education. Yet, there is a sense of lack of progress which seems to necessitate a critical look at the field while not neglecting advancements made. Such advancements concern the development of theory, a concept which is given a broad interpretation in the paper. Both theories with limited scope and more encompassing theories have been developed. However, from the point of view of Lewin´s well-known formulation ‘there is nothing as practical as a good theory’ there seems to be a lack of theories that have empirically been shown to be successful tools in the development of more inclusive school systems, schools and classrooms. The case study seems to be a methodological approach well suited for the development of such theories. Two examples from Sweden, one from the school level and one from the classroom level, are used to illustrate the potential of case-studies to develop theory in this area of research.
Individuals are increasingly relying on social media as their primary source of scientific information. Science education needs to adapt. Nature of science (NOS) education is already widely accepted as essential to scientific literacy and to an informed public. We argue that NOS now needs to also include the NOS communication: its mediation, mechanisms, and manipulation. Namely, students need to learn about the epistemics of communicative practices, both within science (as a model) and in society. After profiling the current media landscape, we consider the implications of recent major studies on science communication for science education in the 21st century. We focus in particular on communicative patterns prominent in social media: algorithms to aggregate news, filter bubbles, echo chambers, spirals of silence, false‐consensus effects, fake news, and intentional disinformation. We claim that media literacy is now essential to a complete view of the NOS, or “Whole Science.” We portray that new content as an extension of viewing science as a system of specialized experts, with mutual epistemic dependence, and the social and communicative practices that establish trust and credibility.
Obwohl Inklusion seit der Ratifizierung der UN-Behindertenrechtskonvention vor mehr als zehn Jahren im gesamten Schulsystem umgesetzt werden sollte und somit keine Neuheit darstellt, fühlen sich Lehrkräfte immer noch unzureichend auf inklusiven Unterricht vorbereitet. Gründe hierfür sind einerseits eine mangelhafte Professionalisierung und andererseits eine bisher nicht ausreichend entwickelte inklusive Fachdidaktik. Diese Probleme führen dazu, dass Lehrkräfte in für sie unsicheren Situationen agieren müssen. In diesen greifen sie auf berufsbezogene Überzeugungen (Beliefs) zurück, die ihnen Orientierung und Sicherheit bieten und so das professionelle Handeln leiten. Die Analyse der Beliefs kann Aufschluss über Professionalisierungsbedarfe und Expert*innenwissen geben.
Aus inklusionspädagogischer Sicht ist es bedeutsam, im Unterricht an Begabungen und Stärken aller Schüler*innen anzuknüpfen. Trotzdem verengen viele empirische Studien Inklusion auf das gemeinsame Lernen von Kindern mit und ohne Förderbedarf. Ausgehend von einem weiten Inklusionsverständnis verortet sich diese Arbeit in einem weiten, pädagogischen Begabungsbegriff, welcher von den Begabungen aller Schüler*innen ausgeht. Daran anknüpfend bezieht sich inklusive Begabungsförderung auf die individuelle Förderung aller Schüler*innen. Dazu gehört, Stärken und Schwächen der Einzelnen zu erkennen und darauf aufbauend Fördermöglichkeiten abzuleiten. Gerade in der Biologie besteht ein Bedarf an Studien, die zur Weiterentwicklung einer inklusiven Biologiedidaktik beitragen.
Ausgehend von diesen Forschungsdesideraten wurden Beliefs von Lehrkräften zu inklusiver Begabungsförderung im Biologieunterricht untersucht, um 1) Professionalisierungsbedarfe im Kontext inklusiver Bildung abzuleiten und 2) Impulse für eine inklusive, begabungssensible Biologiedidaktik herauszuarbeiten. Das Forschungsdesign ist aufgrund des bisher wenig erschlossenen Feldes qualitativ-explorativ. Es wurden episodische, leitfadengestützte Interviews mit Biologielehrkräften (N = 17) geführt und im Rahmen der Grounded Theory Methodologie fallbezogen und fallübergreifend ausgewertet. Dabei wurden Gymnasial- und Gesamtschullehrkräfte mit unterschiedlichen Inklusionserfahrungen verglichen.
Auf Professionalisierungsebene zeigen die Ergebnisse, dass sich Gesamtschullehrkräfte und nicht-inklusiv arbeitende Gymnasiallehrkräfte in ihren Grundhaltungen unterscheiden: Erstere nehmen ihre Lerngruppe ressourcenorientiert wahr, betonen Vorteile heterogener Klassen und gehen von der Gleichwertigkeit aller Schüler*innen aus, wohingegen letztere leistungsschwache Schüler*innen defizitorientiert betrach-ten, homogene Lerngruppen bevorzugen und zum Teil elitäre Einstellungen vertreten. Diese Grundhaltung der nicht-inklusiv arbeitenden Gymnasiallehrkräfte steht inklusiver Begabungsförderung entgegen. Vielen Lehrkräften fehlt darüber hinaus Wissen zu inklusiver Begabungsförderung und Differenzierung. Die Ergebnisse zeigen jedoch auch, dass die Beliefs der Lehrkräfte von den (Inklusion häufig behindernden) schulischen Rahmenbedingungen beeinflusst werden. Professionalisierungsbedarfe müssen somit vor diesem Hintergrund reflektiert werden.
Auf biologiedidaktischer Ebene konnte herausgearbeitet werden, dass das Fach aus Sicht der Lehrkräfte besonders geeignet ist, inklusive Begabungsförderung umzusetzen. Dies liegt erstens daran, dass die Biologie aufgrund des Lebensweltbezugs und der Breite der Lerngegenstände für alle Schüler*innen interessant ist (v. a. in der Sek I). Zweitens ermöglicht das Fach durch seine Komplexität tiefergehendes, kumulatives Lernen (v. a. in der Sek II). Auf Grundlage der Beliefs der Lehrkräfte zu inklusiver Begabungsförderung konnten drei Säulen für eine inklusive, begabungssensible Biologiedidaktik modelliert werden: 1) Förderung der Stärken aller Schüler*innen, indem vielfältige Zugangsweisen (z. B. praktisch, theoretisch, ästhetisch) zu einem gemeinsamen Lerngegenstand gestaltet werden, 2) Entfaltung biologisch-naturwissenschaftlicher Begabungen durch interessengeleitetes Lernen, 3) Förderung besonderer Begabungen im biologisch-naturwissenschaftlichen Bereich durch kumulatives, vertiefendes Lernen.
Die Ergebnisse legen nahe, dass (angehende) Lehrkräfte die Möglichkeit bekommen müssen, ihre Beliefs zu reflektieren und ggf. eine alternative Praxis einzuüben, um sich für inklusiven Unterricht zu professionalisieren. Darüber hinaus sollte Wissen zu Begabungsförderung und Differenzierung in Aus- und Weiterbildung anwendungsorientiert vermittelt werden. Genauso dringlich ist, inklusive Rahmenbedingungen im Schulsystem zu schaffen. Das erarbeitete Modell kann genutzt werden, um Maßnahmen inklusiver Begabungsförderung im Biologieunterricht mithilfe der drei Säulen zu planen und reflektieren. Die Arbeit leistet somit einen Beitrag zur Professionalisierungsforschung im Kontext inklusiver Bildung und zur Weiterentwicklung einer inklusiven, begabungssensiblen Biologiedidaktik.
Here’s the link to the online version of our paper:
https://link.springer.com/article/10.1007%2Fs11165-019-9846-8
We report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers. Given the power that assessments have in today’s education systems, our project provided a series of workshops for teachers where they explored students’ emergent reform-oriented science meaning-making in our project-designed assessments. Within the context of these workshops, we used discourse analysis to explore how three different groups grappled with the new reform-oriented relationship between science and language: (1) the research team’s emergent understandings of how to create improved resources for teachers to better integrate science and language; (2) students’ emergent understandings as expressed in their assessment responses; and (3) teachers’ emergent understandings of how to integrate science and language in their instruction as expressed in interviews in the teacher writing workshops. Implications for curriculum designers, assessment developers and professional learning facilitators are discussed.
Background: A positive attitude towards inclusion has been considered as one of the most influential success factors for inclusive education in school. Thus, improving attitudes to inclusion in preservice teachers has gained interest in research and teacher education practice.
Purpose: In this study, we systematically reviewed intervention studies that aimed to improve preservice teachers’ attitudes towards inclusion within the university context. We aimed to investigate whether, in the reviewed studies, preservice teacher-training interventions led to a more positive attitude towards inclusion and also determine what kinds of preservice teacher-training interventions might lead to a more positive attitude change towards inclusion.
Design and methods: The review of literature sought to identify and describe intervention studies that focused on changing attitudes towards inclusion in preservice teachers. The search focused on studies that assessed preservice teachers’ attitudes quantitatively, at least twice, with a planned and structured intervention in between. Original research published in English in international peer-review journals was included.
Results: In total, 23 studies were identified. Within these, it was evident from the findings that studies of different type indicated positive change: both information-based cognitive interventions (n = 10) as well as interventions with a combination of information and practical field experience (n = 11) were reported to lead to more positive attitudes towards inclusion.
Conclusions: The research draws attention to the importance of understanding, in greater depth, the attitudes that are conducive to the implementation of inclusive education. For theoretical and methodological reasons, results must be interpreted with caution and cannot be taken to imply a causal relationship between various approaches and attitudes towards inclusion. Implications for future research are given in terms of theoretical as well as methodological considerations.
Abstract Universal Design for Learning is not widely used in postsecondary STEM education. The purpose of this literature review is to synthesize the empirical literature using Universal Design for Learning in postsecondary STEM education for all learners. The criteria for this review are (a) empirical literature in (b) peer reviewed journals (c) published after 2006. Keywords used were STEM, UDL/UDI/Universal Design, and postsecondary/university/college/higher education. This review identified four studies and three literature reviews that met the search criteria; the analysis of the identified literature provides a model for how Universal Design for Learning can impact postsecondary STEM instruction, including an increase in inclusive teaching methods and self-advocacy from students with disabilities, and leads to recommendations for additional research.
Despite the growing numbers of migrant students enrolling in Australian secondary schools, and an official acknowledgment of their complex support and learning needs, there has been little policy focus on the pedagogical changes that need to be made by teachers to accommodate these needs. There is also little understanding of the depth and diversity of linguistic resources and cultural funds of knowledge that migrant students bring to Australian classrooms, and the ways in which these might enrich classroom learning experiences for all students. This paper draws upon data from a qualitative, ethnographically oriented case study research project in which teachers and researchers collaborated to enact bottom up language policy that involved the use of translanguaging (Garcia, 2009) to enhance communication and classroom learning amongst multilingual students from migrant backgrounds. The aim was to draw upon students’ observable languaging practices from their full repertoire of languages, and to tap into their existing cultural and linguistic funds of knowledge to support their academic language development and foster their linguistic and personal identities in the classroom.
Inclusive education (IE)has the potential to improve special education needs (SEN)students’ learning outcomes, but IE requires teachers receiveadequate training to be effective. We introduce an approach topre-service teacher preparation using experiential learning in aninformal learning environment to educate beginning teachers abouteffective science teaching for SEN students. Using data collectedfrom observations, survey, interviews, and autobiographicalreflections, we explored how teachers’ engagement in an informalteaching experience impacted their perceptions about SENstudents, their beliefs about the value of teaching science to SENstudents, and their beliefs about their future responsibilities tosupport SEN students in inclusive classrooms. Findings expandour understanding of how to prepare new science teachersto improve science learning for students who are routinelymarginalized in formal educational settings. Building from thesefindings, we discuss the need for transforming pre-service teachereducation using university-based experiential learning courses thatsimultaneously offer SEN students targeted, high quality contentlearningexperiences that could also have a positive impact onSEN students’ attitudes about and achievement in science. Weconclude by raising questions about the need for expanded policy,teacher preparation programmes, and additional research focusedon improving science teaching and learning for SEN students.
The development of students' interest in school science activities, their understanding of central chemical concepts, and the interplay between both constructs across Grades 5–11 were analyzed in a cross‐sectional paper‐and‐pencil study (N = 2,510, mean age 11–17 years). Previous empirical findings indicate that students' knowledge increases over the time of secondary school while students' interest, especially in natural science subjects, tends to decrease. Concomitantly, there is evidence for an increase in the positive coupling between interest and knowledge across time. However, previous studies mainly rely on rather global measures, for example, school grades or general subject‐related interest, and focus on science as an integrated subject instead of specific disciplines, for example, chemistry. For this article, more proximal and differentiated measures for students' understanding of three chemical concepts (Chemical Reaction, Energy, Matter) and interest in seven dimensions of school science activities according to the RIASEC + N model (Realistic, Investigative, Artistic, Social, Enterprising, Conventional, and Networking; cf. Dierks, Höffler, & Parchmann, 2014) were applied. The results are in line with previous research indicating a general increase in conceptual understanding and a decline in students' interest for all school science activities. However, the interplay between conceptual understanding and interest differs across the seven dimensions. Interest in activities which are likely to promote cognitive activation (investigative, networking) or involving the communication of knowledge (social, enterprising, and networking) are increasingly connected to conceptual understanding, especially in upper secondary grades. Interest in guided hands‐on activities (realistic) which are typical in secondary science teaching, however, shows only small positive correlations to students' conceptual understanding across all grades. Hence, in upper‐secondary school, investigative, social, enterprising, and networking activities seem to provide opportunities to benefit most from the interrelation between students' interests and their understanding.
The Next Generation Science Standards present a bold vision for meaningful, quality science experiences for all students. Yet students with disabilities continue to underperform on standardized assessments while persons with disabilities remain underrepresented in science fields. Paramount among the factors contributing to this disparity is that science teachers are underprepared to teach students with disabilities while special education teachers are similarly ill-prepared to teach science. This situation creates a pedagogical and moral dilemma of placing teachers in classrooms without ample preparation, thereby guaranteeing attitudinal and practical barriers. To address this challenge, the authors of this manuscript developed a novel project in which, through voluntary participation, members of Ohio University’s National Science Teachers Association student chapter co-planned and co-taught inclusive science lessons with members of the university’s Student Council for Exceptional Children at the Ohio Valley Museum of Discovery, a local hands-on discovery museum. This manuscript describes the motivation for, methods, and findings from the project, as well as recommendations for other programs wishing to implement a similar model.
Students with learning disabilities (LD) often receive instruction in general education science classrooms. However, little is known about the academic success of students with LD in this setting. As inquiry-based science instruction has become more prominent, research focusing on student learning is needed to explore how such instruction meets students’ needs. To address this, a cross-case analysis was conducted. It included six middle school students, each with LD, from a Midwestern city. Each student was enrolled in a general education science class that used inquiry-based instruction. Data sources included student and educator interviews, classroom observations, and student portfolios. Results indicated that most of the students with LD had difficulty acquiring science process knowledge and that students relied on peer supports to facilitate their learning. Findings extend the research on science instruction for students with LD in middle school classrooms using inquiry-based instruction.
Bildung is a complex educational concept that emerged in Germany in the mid eighteenth century. Especially in Germany and Scandinavia conceptions of Bildung became the general philosophical framework to guide both formal and informal education. Bildung concerns the whole range of education from setting educational objectives in general towards its particular operation in different school subjects, among them science education. In more recent years, the concept of Bildung has slowly begun to be used in the international science and environmental education literature. This paper presents a systematic analysis of the international literature concerning the use of the concept of Bildung, with a view on its meaning in and for science education. At least five versions based on or closely connected to the tradition of Bildung can be identified: (a) Von Humboldt’s classical Bildung, (b) Anglo-American liberal education, (c) Scandinavian folk-Bildung, (d) democratic education, and (e) critical-hermeneutic Bildung. These different understandings of Bildung are discussed in relation to their historical roots, educational theory, critique, and their relation to philosophies of science education, such as different visions of scientific literacy. Based on critical-hermeneutic Bildung, the paper theoretically develops views of critical-reflexive Bildung as an educational metatheory. It is connected to ideas of transformative learning, sustainability education and a Vision III of scientific literacy. Finally, some implications of critical-reflexive Bildung for teaching and learning are discussed.
In this systematic review, a series of didactic proposals and experiences that have been developed over recent years in formal education are presented with the common purpose of ensuring that students with special educational needs learn science. Initially, only 54 publications on the topic were identified, which underlines the scarce research over the last 20 years and the small percentage of papers published in research journals and conference proceedings within this area. From among those publications, our review is focused on the 27 that report the implementation of didactic interventions: 11 at specific special education centres and 16 at regular educational centres. Explicit instruction was considered a fundamental strategy in the first group, while varied experiences and methods were among the most relevant approach in the second group. In addition, both educational environments involve learner-centred teaching approaches, with the implementation of inquiry-based and hands-on activities, in line with the general results of research in Science Education that does not specifically deal with SSEN. Ensuring that all learners have the opportunity to learn science requires more specific and complementary studies that consolidate the evidence of these results, taking into account the diversity of learners in classrooms for the benefit of all.
„Diklusion“ beschreibt die Zusammenführung von Inklusion und Digitalisierung (Schulz & Beckermann, 2020). Inklusive Medienbildung in der Schule. Computer + Unterricht, 117, 4–8). Trotz der häufig getrennt voneinander geführten Diskussionen verfolgen beide ein gemeinschaftliches Ziel: die Partizipation aller Lernenden am jeweiligen Fachunterricht. Insbesondere im naturwissenschaftlichen Unterricht können digitale Medien die Rolle des Mittlers zwischen dem häufig barrierereichen naturwissenschaftlichen Unterricht und den Ansprüchen der inklusiven Pädagogik übernehmen, indem durch den gezielten Einsatz Barrieren abgebaut und neue Partizipationschancen geschaffen werden. Bei der fachbezogenen Gestaltung von inklusiven Lehr-Lern-Settings sind Lehrkräfte gefordert, durch die verschiedenen Ansprüche und Positionen hindurch zu navigieren und die besten Routen zum Ziel „diklusiver Naturwissenschaftsunterricht“ zu finden. In diesem Beitrag wird vorgestellt, welche Routen derzeit als erfolgsversprechend diskutiert werden, um Irrwege auf dem Weg zu einem diklusiven Naturwissenschaftsunterricht zu vermeiden. Dem Tagungsthema „Digitale NAWIgation von Inklusion“ folgend, werden dabei an verschiedenen Stationen die Linien ‚Inklusion‘, ‚Digitalisierung‘ und ‚Nawi‘ zusammengeführt.
Für (angehende) Lehrpersonen ist es eine der zentralen Aufgaben und Herausforderungen, Fachunterricht inklusiv zu gestalten und somit fachliches Lernen mit inklusiven Ansprüchen zu verknüpfen. Im BMBF-Projekt „Naturwissenschaftlichen Unterricht inklusiv gestalten“ (Nawi-In) werden Studierende im Master darauf vorbereitet, inklusiven naturwissenschaftlichen Unterricht kriteriengeleitet zu erkennen und naturwissenschaftlichen Sachunterricht in der Primarstufe oder Chemie und/oder Biologie bzw. Naturwissenschaften in der Sekundarstufe I inklusiv unterrichten zu können. Wir beforschen mittels Fragebogen, videostimulierter Reflexionen und Videografie während eines Vorbereitungs- und eines Begleitseminars zum Langzeitpraktikum, was die Studierenden in eigenen und fremden Unterrichtsvideos bzgl. inklusiven naturwissenschaftlichen Unterrichts wahrnehmen, wie sie das Wahrgenommene interpretieren und welche inklusiv-naturwissenschaftlichen Elemente Studierende in ihrem eigenen Unterricht umsetzen. Die Daten werden deskriptiv statistisch und qualitativ inhaltsanalytisch ausgewertet.
Zur qualitativen Datenauswertung werden zwei Analyseinstrumente verwendet. Zum einen wird das KinU (Kategoriensystem inklusiver naturwissenschaftlicher Unterricht) eingesetzt, das inklusive Zugänge zu naturwissenschaftlichen Spezifika literaturbasiert aufzeigt. Mit dem KinU wird analysiert, was die Studierenden in eigenen und fremden Videos wahrnehmen, und welche inklusiv naturwissenschaftlichen Elemente sie in ihrem eigenen Unterricht umsetzen. Das KinU dient den Studierenden zugleich als Grundlage, um naturwissenschaftlichen Unterricht inklusiv zu planen, zu analysieren und zu reflektieren. Zum anderen wird das ACDM (Analytical Competency Development Model) eingesetzt, um untersuchen zu können, wie die Studierenden das Wahrgenommene in eigenen und fremden Videos bezüglich inklusiven naturwissenschaftlichen Unterrichts analysieren.
Die Ergebnisse unserer Studien zeigen eine Zunahme der Kompetenzen der Studierenden. Sie nehmen mehr und vielfältigere Aspekte inklusiven Fachunterrichts in fremden und eigenen Unterrichtsvideos wahr und berücksichtigen diese begründet bei der eigenen Unterrichtsplanung und -durchführung. Sie können die theoriegeleiteten Aspekte stärker zur Analyse und Reflexion von eigenem und fremdem Unterricht heranziehen. Die Studierenden schätzen das kriteriengeleitete Vorgehen als Basis ihrer Professionalisierung. Die Ergebnisse haben Implikationen für die weitere kriteriengeleitete Systematisierung der Lehrkräfteaus- und -fortbildung sowie die Beforschung inklusiven naturwissenschaftlichen Unterrichts, wofür das KinU angewendet werden kann. Es kann außerdem Grundlage für andere Unterrichtsfächer und deren inklusive Gestaltung sein.
The aim of this study was to reveal trends of articles related to science education for special education students published in the SSI journals. For bibliometric analysis, ‘Education & Educational Research’ and ‘Education Specific’ categories and SSCI journals were selected in WoS database and a total of 193 articles were accessed. In addition, content analysis of 100 articles was performed in the present study. The results of the bibliometric analysis showed that the most used keywords were science education, science, instruction, universal design for learning, special education, science instruction, learning disabilities, high school, students with disabilities, reading, dyslexia and inclusive education. The most productive authors were M.A. Mastropieri and T.E. Scruggs. The most cited journals was Remedial and Special Education, On the other hand, the most preferred research methods in the content analysis articles were experimental and literature review. Many of the articles focused on students with learning disabilities and various disabilities. The most preferred sample groups in these articles were middle school students and teachers. The sample size was between 31 and 100 for content analysis articles. In addition, analysis results showed that the sample size of general education students was higher than that of special education students.
Das DFG-geförderte Netzwerk inklusiver naturwissenschaftlicher Unterricht (NinU) stellt in diesem Beitrag ein fragengeleitetes Unterstützungsraster vor, das Lehrpersonen bei der Planung und Reflexion eines inklusiven naturwissenschaftlichen Unterrichts unterstützen kann. Zunächst werden die Lesenden mit den theoriebasierten Fragestellungen vertraut gemacht, die auf einer Verknüpfung von inklusionspädagogischen mit naturwissenschaftsdidaktischen Perspektiven basieren. Anschließend wird anhand einer kurzen Anleitung verdeutlicht, wie das Raster praktisch anzuwenden ist. Das Unterrichtsbeispiel zum Kontext
"Popcorn poppen" verdeutlicht abschließend, wie das Unterstützungsraster im Rahmen der Unterrichtsplanung angewandt werden kann.
Reports of educators’ deficit beliefs about culturally and linguistically diverse students and students with low socioeconomic status abound in the literature. Not surprisingly, deficit beliefs are postulated as the main barrier to the implementation of culturally relevant practices and the development of teachers’ cultural competence. This study explores how teacher preparation programs can leverage science nights to support the development of teacher candidates’ cultural competence. Findings indicate that science night experiences and critical reflection around them promoted teacher candidates’ cultural competence in different ways.
This study, which was reviewed through the Registered Report process, examined the initial efficacy of the Scientific Explorers program (Sci2) on second-grade students’ science achievement. Sci2 is grounded in the growing body of empirical research on science instruction, embedding principles of explicit instruction within a guided inquiry-based design framework. Eighteen second-grade classrooms were randomly assigned to treatment or control conditions. A cluster randomized controlled trial was employed, with 294 students nested within classrooms and classrooms nested within condition. The Sci2 program was implemented for a total of 10 lessons (5 hr) in treatment classrooms, whereas control classrooms provided business-as-usual science instruction. Overall treatment effects were observed on three of four science outcome measures. The reported effects were moderate to large, with effect sizes (Hedges’ g) ranging from 0.48 to 0.94. Moderation analyses indicated that science knowledge at pretest did not moderate Sci2’s effects. Implications for practice and research are discussed.
This work describes a simple talking calorimeter for the visually impaired based on the Arduino Uno without any shield. An electronic interface was designed using a Wheatstone bridge, a thermistor, or an operational amplifier (opamp). The temperature values are communicated by a loudspeaker connected to pulse-width modulation (PWM) digital output pins 3 and 11 of the Arduino Uno. The system is based on the Talkie library for Arduino Uno. This library was developed using Linear Predictive Coding and includes about 1000 English words. Two new Talkie libraries were constructed, one for Portuguese and another for German. This device can be easily implemented in any teaching laboratory with extremely reduced costs.
Students with and without learning disabilities in high school chemistry classes, either co-taught or self-contained, received instruction on calculating molar conversions using universal design for learning (UDL) or business-as-usual techniques. For Study 1, posttest scores of students with and without learning disabilities (LD) in co-taught classes who received the UDL treatment are compared with peers’ scores in the comparison group. For Study 2, posttest scores from students with LD who received UDL treatment in a self-contained special education class are reported. Students in the UDL treatment scored significantly higher on posttests than comparison group peers in Study 1. Mean scores for students with LD in Study 2 were similar to UDL students in Study 1. Social validity feedback on the UDL instruction was positive. Implications for UDL chemistry instruction and future research are described.
The purpose of this literature review was to synthesize recent research (2009–2018) for teaching science to students with intellectual disability and intellectual disability/autism. Authors identified a total of 15 studies; of these, 12 were determined to be methodologically sound studies using the Council for Exceptional Children quality indicators. Based on the methodologically sound studies, authors analyzed the evidence base of the instructional practices to teach science content and science practices to students with intellectual disability and intellectual disability/autism. Unlike previous literature reviews in which the focus has been on teaching science content, authors contribute to the literature on teaching science to this population by determining the evidence for teaching the science practices (e.g., asking questions, communicating findings). Resulting analysis was used to offer research-based recommendations for providing quality science instruction to students with intellectual disability and intellectual disability/autism. We conclude with limitations and possibilities for future research.
Policies on inclusion are being increasingly embedded within education systems and teacher education across the world, with schools and teachers called upon to add ‘inclusion’ to their already large set of skills and tasks. There is, however, no consistent definition of what inclusion means or how it can be best promoted. The purpose of this paper is to explore the dilemmas that student teachers face when they encounter policy requirements to practice inclusion, and how they mediate the tensions. Drawing on two exploratory studies with science student teachers in two Initial Teacher Education programmes in England, we focus on the conceptions of inclusion held by the student teachers and the links between inclusion and teacher education. Our findings suggest that conventional understandings in relation to ability still dominate, with ability-based differentiation viewed as the key teaching strategy to promote inclusion. In addition, student teachers find themselves having to negotiate contradictory and often conflicting approaches to inclusion, diversity, and academic attainment. The discrepancies highlighted by this study have implications for how teacher education courses need to be organised to promote the practice of inclusion.
A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions—students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education, psychology, and science were systematically searched. A detailed protocol can be viewed on PROSPERO (registration number: CRD42017057323). Thirty studies were identified that reported on science interventions and 20 on student/teacher experiences of the interventions. The majority of the studies targeted science vocabulary and concepts. Other targets included inquiry skills and comprehension skills. The majority of the interventions used components of systematic instruction (n = 23). Five studies focused on self‐directed learning and two on comprehension‐based instruction. Students and teachers reported positive experiences of the interventions. The findings suggest that components of systematic instruction in particular might be effective in teaching science content to students with ID and/or ASD. Further research is needed to explore the effectiveness of identified interventions on teaching more complex science skills and with students with severe disabilities. Some limitations related to the search strategy are highlighted.
The inclusion of disabled children and those with difficult behaviour is increasingly being seen as an impossible challenge and, not surprisingly, concerns are being expressed by teachers unions and researchers about teachers’ capacities, and willingness, to manage these demands. With Warnock, the so-called ‘architect’ of inclusion now pronouncing this her ‘big mistake’ and calling for a return to special schooling, inclusion appears to be under threat as never before. This book takes key ideas of the philosophers of difference – Deleuze, Foucault and Derrida - and puts them to work on inclusion. These ideas allow the task of including children to be reframed and offer, not solutions, but different ways of working which involve altering adult-child relationships –subverting, subtracting, and inventing and restructuring teacher education – recognition, rupture and repair. The propositions also include making use of the arts to challenge exclusion and to establish more inclusive practices. This is a must for teacher educators, researchers, student teachers and practising teachers concerned about the future of inclusion. It offers fresh insights and a steer towards possibilities for a more productive, and political, engagement with inclusion.