Preparing for Successful Inquiry in Inclusive Science Classrooms

Abstract

The inquiry process for teachers included working together, asking questions, making observations, comparing results, and then asking more questions.

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

“…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).…”

Teaching Science through Inquiry Based Field Experiences Using Orientation and Mobility

“…Inquiry can be defined as diverse ways of studying the natural world in order to develop knowledge and understanding of science concepts (National Research Council, 1996). This approach to learning has emerged as a prominent technique used to teach science in general education settings (Maroney, Finson, Beaver, & Jensen, 2003;Rizzo & Taylor, 2016;Scruggs, et al, 1993;Scruggs & Mastropieri, 2007). The use of relevant experiences -including connections between the daily experience of students and what they are learning -is one way to help children make sense of their natural world within inquiry-driven methods.…”

Using iPads to teach inquiry science to students with a moderate to severe intellectual disability: A pilot study

“…Use of these commercial devices such as iPads® and netbooks were successful in initial acquisition, performance, transition, and maintenance of life skills in vocational (Cihak et al, ; Van Laarhoven, Johnson, Van Laarhoven‐Myers, Grider, & Grider, ), community (Mechling & Cronin, ; Taber‐Doughty, Patton, & Brennan, ), domestic (Ayers, Maguire, & McClimon, ), and school settings (Cihak, Fahrenkrog, Ayers, & Smith, ; Nikopoulous & Keenan, ) for students with a moderate intellectual disability. AT may also support students in content areas such as the sciences (Maroney, Finson, Beaver, & Jensen, ), however the current literature lacks evidence to support effective AT supports and instructional practices for students with a moderate or severe intellectual disability in content areas (Jimenez et al, ; Knight et al, ; Spooner et al, ).…”