Using an Inquiry-Based Teaching Approach to Improve Science Outcomes for Students with Disabilities: Snapshot and Longitudinal Data

Autor/inn/en	Taylor, Jonte C.; Therrien, William J.; Kaldenberg, Erica; Watt, Sarah; Chanlen, Niphon; Hand, Brian
Titel	Using an Inquiry-Based Teaching Approach to Improve Science Outcomes for Students with Disabilities: Snapshot and Longitudinal Data
Quelle	In: Journal of Science Education for Students with Disabilities, 15 (2012) 1, S.27-39, Artikel 4 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-9923
Schlagwörter	Science Instruction; Disabilities; Inquiry; Teaching Methods; Science Achievement; Science Tests; Standardized Tests; Individualized Education Programs; Achievement Tests; Heuristics; Elementary Secondary Education; Program Effectiveness; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 11; Reading Achievement; Mathematics Achievement; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Handicap; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Standadised tests; Standardisierter Test; Individualized education program; Individualisierendes Lernen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Heuristik; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 11; 11. Schuljahr; Schuljahr 11; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Poor science achievement has been an educational issue for a number of years. Students with disabilities have traditionally fared worse. Research suggests that students with disabilities may respond better to instruction using an inquiry-based approach vs. traditional textbook instruction when measuring science achievement on standardized measures. The researchers report achievement data on the Iowa Test of Basic Skills from a target school district for students' Individualized Education Programs (IEP) and non-IEP students, as well as students with IEPs at the state level. Using an argument-based inquiry approach to science instruction called the Science Writing Heuristic (SWH); the researchers report data supporting its impact on student achievement in science. Data suggest that the SWH may contribute to science achievement for students with IEPs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01