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Science for all: Experiences and outcomes of students with visual impairment in a guided inquiry-based classroom.

机译：全民科学：在有指导的探究式课堂上，视障学生的经验和成果。

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摘要

The purpose of this study was to examine instructional experiences of students with visual impairment in an guided inquiry-based science classroom. Drawing from social constructive perspectives about teaching and learning, I focused on the initial attempts of students to participate fully in an inquiry-based astronomy unit. The astronomy unit incorporated features of project-based science inquiry and aligned with national standards. This study described the opportunities provided to and challenges faced by students with visual impairment as they participated in the guided inquiry-based learning environment. Additionally, discursive practices of students including student-generated questions, student discussions, and students' science notebook writing were examined. Also, students' alternative conceptions about scientific phenomena and changes in students' thinking during the course of instruction, if any, were described. Methods of data collection included classroom observations, video records, pre- and post-curriculum assessments, attitudes toward science measurement, student interviews, and student artifacts (i.e., science notebook entries, student-constructed models). Findings showed that student learning was enhanced when the instructor-researcher guided students in accomplishing inquiry tasks and in making sense of their inquiry experiences. Additionally, the use of appropriate reflective prompts assisted students with visual impairment to fully participate in the writing tasks of the inquiry-based learning environment. Results suggested that the quantity and quality of student-generated questions increased with extended inquiry instruction. Also, students used questions to not only establish verbal communication, but to elaborate on their own thinking and expand or explain the thinking of others. Findings suggested also that students with visual impairment have similar alternative frameworks about scientific phenomena (i.e., causes of lunar phases, reason for the seasons) as do their peers with sight. This study contributes to the literature about inquiry-based instructional strategies for all students and initiates the conversation about best practice for science instruction with students with visual impairment.
机译：这项研究的目的是在基于指导的探究式科学教室中检查视力障碍学生的教学经验。从关于教学的社会建设性观点出发，我着重研究了学生全面参与基于探究的天文学单元的最初尝试。天文部门结合了基于项目的科学探究功能，并与国家标准保持一致。这项研究描述了视障学生在引导式探究式学习环境中所提供的机会和面临的挑战。此外，还研究了学生的话语练习，包括学生提出的问题，学生的讨论以及学生的科学笔记本写作。此外，还描述了学生在教学过程中关于科学现象和学生思维变化的替代概念（如果有）。数据收集的方法包括课堂观察，视频记录，课前和课后评估，对科学测量的态度，学生访谈和学生文物（即科学笔记本条目，学生构建的模型）。研究结果表明，当指导教师引导学生完成探究任务和理解他们的探究经历时，学生的学习就会得到增强。此外，使用适当的反思性提示可以帮助视力障碍的学生充分参与基于查询的学习环境的写作任务。结果表明，学生提出的问题的数量和质量随着扩展的询问指导而增加。此外，学生使用问题不仅可以建立口头交流，而且可以阐述自己的思想并扩展或解释他人的思想。研究结果还表明，视力障碍的学生与有视力的同龄人具有类似的关于科学现象的替代框架（即月相的成因，季节的原因）。这项研究有助于为所有学生提供基于探究式教学策略的文献，并与视力障碍学生展开有关科学教学最佳实践的对话。

著录项

  • 作者

    Rooks, Deborah L.;

  • 作者单位

    The University of Arizona.;

  • 授予单位 The University of Arizona.;
  • 学科 Education Special.;Education Sciences.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 229 p.
  • 总页数 229
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 特殊教育;自然科学教育与普及;
  • 关键词

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