Special Education Teachers' Nature of Science Instructional Experiences

Autor/inn/en	Mulvey, Bridget K.; Chiu, Jennifer L.; Ghosh, Rajlakshmi; Bell, Randy L.
Titel	Special Education Teachers' Nature of Science Instructional Experiences
Quelle	In: Journal of Research in Science Teaching, 53 (2016) 4, S.554-578 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21311
Schlagwörter	Special Education; Special Education Teachers; Science Instruction; Teacher Attitudes; Teaching Methods; Scientific Principles; Elementary School Teachers; Faculty Development; Inquiry; Urban Schools; Pretests Posttests; Surveys; Video Technology; Interviews + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Grundschule; Volksschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik
Abstract	Special education teachers provide critical science instruction to students. However, little research investigates special education teacher beliefs and practices around science in general or the nature of science and inquiry in particular. This investigation is a cross-case analysis of four elementary special education teachers' initial semester-long professional development experiences learning about and attempting to implement nature of science and inquiry instruction. Participants were purposively selected from a larger study of 61 pre-K-5 teachers from one mid-Atlantic urban school district. Data sources included pre/postsurveys, video recordings of lessons, teachers' guided reflections through time, and a postcourse interview. Results demonstrated that all participants improved their nature of science conceptions, explicitly addressed nature of science tenets during instruction, and taught via inquiry. Further, they moved beyond simply mimicking course lessons they experienced by adapting them to student needs and even innovating new lessons. Teachers increased their attention to plans and instruction to meet the needs of students with special needs; yet most of the teachers made few references to specific Individualized Education Programs, individual student needs, or associated instructional decisions. Results suggest that nature of science and inquiry professional development can increase special education teachers' expectations of their students with special needs. To improve outcomes, professional development should increase the explicit attention to planning and strategies to help meet specific student needs. Also, special and general education teachers in inclusion settings can benefit from support with the negotiation of their roles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01