Literaturnachweis - Detailanzeige
Autor/inn/en | Kohnke, Shalece; Patterson, Michelle S.; Moehlmann, Rebecca |
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Titel | UDL Solutions for Common Science Barriers |
Quelle | In: Science Teacher, 89 (2022) 6, S.29-33 (5 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0036-8555 |
Schlagwörter | Access to Education; Barriers; Science Education; Science Instruction; Instructional Design; Guidelines; Science Teachers; Teaching Methods; High School Teachers; Secondary School Science Education; Access; Bildung; Zugang; Bildungszugang; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Richtlinien; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Oberschule |
Abstract | Universal Design for Learning (UDL) provides a framework, based in brain research, to design instruction around the needs of all learners. By considering the UDL principles as educators design science instruction, they can proactively address how to engage students, how to make content accessible, and how to provide options for students to demonstrate learning. The authors provide a visual representation of the UDL principles divided into guidelines, with specific checkpoints to guide instruction; a quick reference guide to the barriers to science instruction, corresponding UDL checkpoint, and strategies; and introduce hypothetical scenarios where teachers encounter the barriers and use UDL principles to find solutions. (ERIC). |
Anmerkungen | National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |