Chemistry and Students with Blindness: The Hurdles Are Not What You Think

Autor/in	Lewis, Amy L. Micklos
Titel	Chemistry and Students with Blindness: The Hurdles Are Not What You Think
Quelle	(2012), (313 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Purdue University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2677-7492-7
Schlagwörter	Hochschulschrift; Dissertation; Chemistry; Science Instruction; Blindness; High School Students; Inclusion; Secondary School Science; Scientific Concepts; Visual Impairments; Student Needs; Critical Theory; Student Experience; Semi Structured Interviews; Learning Strategies; Concept Formation; Learning Modalities + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Blindheit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Inklusion; Visual handicap; Sehbehinderung; Kritische Theorie; Studienerfahrung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Concept learning; Begriffsbildung; Lernumgebung
Abstract	Statistics have shown that individuals with disabilities are underrepresented in the science, technology, engineering, and mathematics (STEM) fields. This work focused on exploring how three students with blindness enrolled in a full-inclusion high-school chemistry class experienced and conceptualized content in order to inform educators, curriculum designers, textbook manufacturers, researchers, and individuals with vision impairments about roadblocks that can inhibit student learning. A critical theory lens was used to explore how the student participants discussed experiences, models, and visualizations (Talanquer, 2010) during six semi-structured interviews. The findings of the study suggest that students with blindness focus on direct experiences when formulating macroscopic descriptions of matter; they form alternative models of the atom and develop incomplete understandings of symbolic representations. Students with blindness also had inhibited learning experiences based on what tactile materials, tools, and vocabulary are available to them. Finally, access to scientific information requires proper organization otherwise meaning cannot be made from the common tables, graphs, or representations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10