SCIENCE FOR ALL: EXPERIENCES AND OUTCOMES OF STUDENTS WITH VISUAL IMPAIRMENT IN A GUIDED INQUIRY-BASED CLASSROOM

2.50
Hdl Handle:
http://hdl.handle.net/11290/607943
Title:
SCIENCE FOR ALL: EXPERIENCES AND OUTCOMES OF STUDENTS WITH VISUAL IMPAIRMENT IN A GUIDED INQUIRY-BASED CLASSROOM
Authors:
Rooks, Deborah L.
Abstract:
The purpose of this study was to examine instructional experiences of students with visual impairment in an guided inquiry-based science classroom. Drawing from social constructive perspectives about teaching and learning, I focused on the initial attempts of students to participate fully in an inquiry-based astronomy unit. The astronomy unit incorporated features of project-based science inquiry and aligned with national standards. This study described the opportunities provided to and challenges faced by students with visual impairment as they participated in the guided inquiry-based learning environment. Additionally, discursive practices of students including student-generated questions, student discussions, and students’ science notebook writing were examined. Also, students’ alternative conceptions about scientific phenomena and changes in students’ thinking during the course of instruction, if any, were described. Methods of data collection included classroom observations, video records, pre- and post- curriculum assessments, attitudes toward science measurement, student interviews, and student artifacts (i.e., science notebook entries, student- constructed models). Findings showed that student learning was enhanced when the instructor-researcher guided students in accomplishing inquiry tasks and in making sense of their inquiry experiences. Additionally, the use of appropriate reflective prompts assisted students with visual impairment to fully participate in the writing tasks of the inquiry-based learning environment. Results suggested that the quantity and quality of student-generated questions increased with extended inquiry instruction. Also, students used questions to not only establish verbal communication, but to elaborate on their own thinking and expand or explain the thinking of others. Findings suggested also that students with visual impairment have similar alternative frameworks about scientific phenomena (i.e, causes of lunar phases, reason for the seasons) as do their peers with sight. This study contributes to the literature about inquiry-based instructional strategies for all students and initiates the conversation about best practice for science instruction with students with visual impairment.
Affiliation:
University of Arizona
Issue Date:
2009
URI:
http://hdl.handle.net/11290/607943
Submitted date:
2015-09-26
Document Source:
Dissertation/Thesis
Language:
English Paper
Type Of Resource:
Empirical Research
Empirical Methodology:
Mixed Methods
Learning Environment:
Formal
Subjects:
Middle/Secondary School
Construct:
Content Knowledge Cognitive Processes
Content:
Sun-Earth-Moon (includes Seasons and Lunar Phases)
Specific Interests:
Disability
Nation:
USA
Appears in Collections:
Astronomy Education Research

Full metadata record

DC FieldValue Language
dc.contributor.authorRooks, Deborah L.en
dc.date.accessioned2016-05-04T08:58:25Zen
dc.date.available2016-05-04T08:58:25Zen
dc.date.issued2009en
dc.date.submitted2015-09-26en
dc.identifier.urihttp://hdl.handle.net/11290/607943en
dc.description.abstractThe purpose of this study was to examine instructional experiences of students with visual impairment in an guided inquiry-based science classroom. Drawing from social constructive perspectives about teaching and learning, I focused on the initial attempts of students to participate fully in an inquiry-based astronomy unit. The astronomy unit incorporated features of project-based science inquiry and aligned with national standards. This study described the opportunities provided to and challenges faced by students with visual impairment as they participated in the guided inquiry-based learning environment. Additionally, discursive practices of students including student-generated questions, student discussions, and students’ science notebook writing were examined. Also, students’ alternative conceptions about scientific phenomena and changes in students’ thinking during the course of instruction, if any, were described. Methods of data collection included classroom observations, video records, pre- and post- curriculum assessments, attitudes toward science measurement, student interviews, and student artifacts (i.e., science notebook entries, student- constructed models). Findings showed that student learning was enhanced when the instructor-researcher guided students in accomplishing inquiry tasks and in making sense of their inquiry experiences. Additionally, the use of appropriate reflective prompts assisted students with visual impairment to fully participate in the writing tasks of the inquiry-based learning environment. Results suggested that the quantity and quality of student-generated questions increased with extended inquiry instruction. Also, students used questions to not only establish verbal communication, but to elaborate on their own thinking and expand or explain the thinking of others. Findings suggested also that students with visual impairment have similar alternative frameworks about scientific phenomena (i.e, causes of lunar phases, reason for the seasons) as do their peers with sight. This study contributes to the literature about inquiry-based instructional strategies for all students and initiates the conversation about best practice for science instruction with students with visual impairment.en
dc.description.provenanceMade available in DSpace on 2016-05-04T08:58:25Z (GMT). No. of bitstreams: 1 d28620a8-0f93-47b4-af76-e103a9a9fe73.pdf: 818361 bytes, checksum: db21c1f9c42206cd2b668160414c00b9 (MD5) Previous issue date: 2009en
dc.language.isoEnglish Paperen
dc.titleSCIENCE FOR ALL: EXPERIENCES AND OUTCOMES OF STUDENTS WITH VISUAL IMPAIRMENT IN A GUIDED INQUIRY-BASED CLASSROOMen
dc.typeDissertation/Thesisen
dc.contributor.departmentUniversity of Arizonaen
dc.type.resourceEmpirical Researchen
dc.istar.learningenvironmentFormalen
dc.istar.constructContent Knowledge Cognitive Processesen
dc.istar.contentSun-Earth-Moon (includes Seasons and Lunar Phases)en
dc.istar.specificinterestsDisabilityen
dc.istar.nationUSAen
dc.istar.empiricalmethodologyMixed Methodsen
dc.istar.subjectMiddle/Secondary Schoolen
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