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An analysis of science conceptual knowledge in journals of students with disabilities and normally achieving students.

机译：对残疾学生和通常成就学生的期刊中科学概念知识的分析。

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摘要

Science education reforms of the last two decades have focused on raising the bar for ALL students which includes students with mild to moderate disabilities. Formative assessment can be used to assess the progress of these students to inquire, understand scientific concepts, reason scientifically, make decisions, and communicate effectively in science. The purpose of this study is to examine the use of science journals as a formative assessment in a guided inquiry unit of study for students with learning disabilities. Two normally achieving students (NA) and five students with learning disabilities (SLD) participated in a study of mammals that utilized journals to record the development of student knowledge through the course of study. Students were interviewed after the lessons were complete using the same prompts required in the journals. Themes were developed from the student writings and their verbal discourse using Grounded Theory. Journals and verbal discourse were rated following the themes of Knowledge Telling (KT) and Knowledge Transformation (KTR). Concept maps were developed for the Pre and Post test lessons (written and verbal discourses) by the raters in an attempt to further explain the knowledge that the students conveyed. The results of this study suggest that SLD are able to demonstrate knowledge about mammals better through verbal discourse than written discourse. While the NA students wrote more and used more technical discourse than did their SLD peers, the conceptual understanding of the topic by the SLD was no less inclusive than their NA peers when accessed verbally. The journals demonstrated limited conceptual growth for the SLD. Further, while lexical density is important to the development of knowledge in science, this study suggests the "conceptual density" may be another important indicator to examine.
机译：在过去的二十年中，科学教育改革的重点是提高所有学生（包括轻度至中度残疾学生）的门槛。形成性评估可用于评估这些学生在探究，理解科学概念，科学推理，做出决定以及在科学中有效交流的过程。这项研究的目的是在有学习障碍的学生的指导性学习单元中研究科学期刊在形成性评估中的用途。两名正常学习的学生（NA）和五名学习障碍的学生（SLD）参加了一项哺乳动物研究，该哺乳动物利用期刊记录了整个学习过程中学生知识的发展。课程完成后，将使用日记中要求的相同提示对学生进行采访。主题是根据学生的作品及其口头话语根据“扎根理论”发展而来的。期刊和言语话语按照知识讲述（KT）和知识转化（KTR）主题进行评级。评估者为考试前后的课程（书面和口语）开发了概念图，以试图进一步解释学生传达的知识。这项研究的结果表明，SLD能够通过口头语言比书面语言更好地展示有关哺乳动物的知识。尽管NA学生比SLD同龄人写的更多，使用的技术话语也更多，但SLD对该主题的概念性理解与他们NA同龄人的口头理解程度一样。这些期刊显示了SLD的概念增长有限。此外，虽然词汇密度对科学知识的发展很重要，但这项研究表明“概念密度”可能是要检验的另一个重要指标。

著录项

  • 作者

    Grigg, Gail S.;

  • 作者单位

    State University of New York at Buffalo.;

  • 授予单位 State University of New York at Buffalo.;
  • 学科 Education Special.;Education Sciences.
  • 学位 Ed.D.
  • 年度 2009
  • 页码 167 p.
  • 总页数 167
  • 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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