Application of Didactic Strategies as Multisensory Teaching Tools in Organic Chemistry Practices for Students with Visual Disabilities

Autor/inn/en	Fernández, Gabriela A.; Ocampo, Romina A.; Costantino, Andrea R.; Dop, Néstor S.
Titel	Application of Didactic Strategies as Multisensory Teaching Tools in Organic Chemistry Practices for Students with Visual Disabilities
Quelle	In: Journal of Chemical Education, 96 (2019) 4, S.691-696 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fernández, Gabriela A.) ORCID (Costantino, Andrea R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.8b00816
Schlagwörter	Science Instruction; Visual Impairments; Blindness; Teaching Methods; Multisensory Learning; Problem Solving; Organic Chemistry; Introductory Courses; High School Students; Hands on Science + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Visual handicap; Sehbehinderung; Blindheit; Teaching method; Lehrmethode; Unterrichtsmethode; Sensorische Stimulation; Problemlösen; Organische Chemie; Einführungskurs; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Visually impaired or blind students require adjustments to the traditional hands-on activities and methodological and didactic strategies employed by the teacher. These adaptations are based on multisensory teaching tools, which reinforce the learning of all students in general. This paper presents simple teaching resources that allow students with visual disabilities to solve problems of Organic Chemistry independently and on an equal footing with their nondisabled peers. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01