Abstract
Poor science achievement has been an educational issue for a number of years. Students with disabilities have traditionally fared worse. Research suggests that students with disabilities may respond better to instruction using an inquiry-based approach vs. traditional textbook instruction when measuring science achievement on standardized measures. The researchers report achievement data on the Iowa Test of Basic Skills from a target school district for students Individualized Education Program’s (IEP) and non-IEP students, as well as students with IEP’s at the state level. Using an argument-based inquiry approach to science instruction called the Science Writing Heuristic (SWH); the researchers report data supporting its impact on student achievement in science. Data suggest that the SWH may contribute to science achievement for students with IEP’s.
Highlights
Research has shown that one way to minimize the challenges that students with disabilities face in the science classroom is to instruct using an inquiry-based approach vs. traditional textbook instruction (Scruggs, Mastropieri, Bakken, & Brigham, 1993)
The researchers used data supplied by the target school district for a “snapshot” analysis of science achievement for one school year and data supplied by the state department of education to determine longitudinal outcomes
The results are presented by the researchers examining comparisons between students with Individualized Education Program (IEP)’s from the target school district, non-IEP students from the target school district, and students with IEP’s statewide, produced from Iowa Test of Basic Skills (ITBS) data
Summary
Research has shown that one way to minimize the challenges that students with disabilities face in the science classroom is to instruct using an inquiry-based approach vs. traditional textbook instruction (Scruggs, Mastropieri, Bakken, & Brigham, 1993). The reform efforts of many national science organizations over the last decade have endorsed this approach as a means of focusing on the depth of learning vs the breadth of traditional curriculum frameworks. This hands-on approach to learning allows students to engage in and discover core concepts by conducting experiments and making connections through problem solving and negotiation.
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