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    Science for All: Experiences and Outcomes of Students with Visual Impairment in a Guided Inquiry-based Classroom

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    Author
    Rooks, Deborah Lynn
    Issue Date
    2009
    Keywords
    conceptual change
    guided inquiry
    middle school students
    science education
    special education
    visually impaired
    Advisor
    Erin, Jane
    Committee Chair
    Erin, Jane
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    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.
    Type
    text
    Electronic Dissertation
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Special Education & Rehabilitation
    Graduate College
    Degree Grantor
    University of Arizona
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