Effects of Inquiry-Based Instruction on Science Achievement for Students with Disabilities: An Analysis of the Literature

Karen Rizzo,Jonte Taylor

doi:10.14448/jsesd.09.0001

Abstract

In comparison to the past, more students with disabilities are being included in the general education classroom for science instruction. Though inquiry-based instruction has not shown to be an effective practice for students with disabilities, it is vastly becoming the dominant practice in science education. The purpose of this review is to examine the effects of inquirybased instruction on science achievement for students with disabilities. The twelve studies, meeting selection criteria, report improvement in science achievement using inquiry practices. The participants and settings, variations of inquiry-based instruction, science achievement measures, and teacher training were addressed in this review. Two major contributions have resulted from analyzing the twelve studies. First, students with disabilities require supports to participate in an inquiry-based lesson and demonstrate progress on science achievement measures. Second, science achievement improves when components of explicit instruction are utilized in both the general and special education setting for students with disabilities.

Highlights

Science content knowledge and skills play an important role in an individual’s ability to function independently and within society
Across the twelve studies within this review, science achievement was measured using assessments created by experimenters, curriculum-based measures (CBMs), and one high stakes standardized assessment
Eleven studies using guided or supported inquiry-based instruction were reviewed for how science achievement was measured

Summary

Introduction

Science content knowledge and skills play an important role in an individual’s ability to function independently and within society. Science instruction can contribute to an individual’s ability to live independently or with reduced supports. It provides access to a wider range of opportunities to participate in society including access to competitive employment in science-related fields. Science education has historically focused on students acquiring factual information presented from a textbook by the general education teacher Traditional text-book driven science instruction has not been the best means for students with disabilities to learn science content. From a science education prospective, inquiry-based science instruction has emerged as the primary instructional method to be used in the general education setting (Maroney, Finson, Beaver, & Jensen, 2003; Scruggs et al, 1993; Scruggs & Mastropieri, 2007)

Objectives

Methods

Results

Discussion

Conclusion