Special Needs and Talents in Science Learning

McGinnis, J. Randy; Kahn, Sami

doi:10.4324/9780203097267.ch12

Cited by 20 publications

(28 citation statements)

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“…Üstün yetenekli öğrencilerin tutumlarına yönelik alanyazın incelendiğinde az sayıda araştırma olduğu görülmektedir (McGinnis & Stefanich, 2007). Yapılan araştırmalardaki ortak kanı ise bilimsel terminolojinin soyut ve karmaşık yapısını anlayabilmede, üstün yetenekli öğrencilerin diğerlerinden daha başarılı olduğu yönündedir.…”

Section: Introductionunclassified

Scientific Attitude Levels of Gifted Students (A Case from Malatya)

Şan¹,

Boran²

2013

Kuramsal Eğitimbilim

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ABSTRACT:The purpose of this study was twofold: (1) to determine scientific attitude levels of gifted students, and (2) to investigate whether their levels of scientific attitude differ on selected demographic variables. The sample of this survey study consisted of 147 gifted 12-16-year-old students studying in Malatya Science and Arts Center. Data were collected through the "Scientific Attitude Scale" developed by Battal and Gürgan (1998). The reliability coefficient was calculated as 0.708. Frequency and percentage tables, t tests, analyses of variance and chi-square tests were employed to analyze the data. Results showed that scientific attitude levels of gifted students are high and do not differ on gender, monthly income, level of parental education, and occupational status of mothers. According to chi-square test results, some differences between observed and expected data were detected and reported in the paper. Finally, some recommendations were made to develop scientific attitudes of gifted students.

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Section: Introductionunclassified

Scientific Attitude Levels of Gifted Students (A Case from Malatya)

Şan¹,

Boran²

2013

Kuramsal Eğitimbilim

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“…Using the learning cycle, or 5E's method (Irving et al, 2007), promotes active involvement in science. McGinnis and Stefanich (2007) found that decreasing the focus on memorisation while increasing problem-solving benefitted students with visual impairments. In fact, Bennington (2004) reported that when science was taught in a hands-on inquiry-based way, it became a favourite subject for many students.…”

Section: Best Practicesmentioning

confidence: 97%

Impact of Adaptive Materials on Teachers and their Students with Visual Impairments in Secondary Science and Mathematics Classes

Rule

Stefanich

Boody

et al. 2010

International Journal of Science Education

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“…Nonetheless, our findings suggest that science teachers encounter students with a range of disabilities during their careers and are apparently unprepared to do so. Teachers need to implement a variety of adaptations in order to effectively differentiate the science curriculum for students with special needs (Finson, Ormsbee, & Jensen, 2011;McGinnis & Stefanich, 2007). Topics identified of particular need include assistive technology in STEM (Moon, Todd, Morton, & Ivey, 2012), Universal Design for Learning (Burgstahler & Cory, 2008;McGinnis, 2013), and identifying metacognitive strategies to support student learning (Berkeley, Mastropieri, & Scruggs, 2011;Rosenzweig, Krawec, & Montague, 2011).…”

Section: Research Question 1 From What Sources and Within What Contexmentioning

confidence: 98%

Survey on Teaching Science to K-12 Students with Disabilities: Teacher Preparedness and Attitudes

Kahn

Lewis

2014

Journal of Science Teacher Education

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Students with disabilities are increasingly included in general education science classrooms and are expected to demonstrate academic proficiency on standardized assessments. Teacher preparation and attitudes have been cited as major factors contributing to either the success or failure of students with disabilities in science. In order to assess the current state of what could be facilitative or inhibitory influences, a national online survey to which 1,088 K-12 science teachers responded was conducted. Mixed methods' analyses suggest that science teachers receive little formal training and feel underprepared to teach students with disabilities. Results identify specific gaps in science teachers' education, as well as attitudinal and institutional barriers that may inhibit students with disabilities' success. However, science teachers remain highly receptive to training and collaboration. Implications for science teacher education are discussed.

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Special Needs and Talents in Science Learning

Cited by 20 publications

References 0 publications

Scientific Attitude Levels of Gifted Students (A Case from Malatya)

Scientific Attitude Levels of Gifted Students (A Case from Malatya)

Impact of Adaptive Materials on Teachers and their Students with Visual Impairments in Secondary Science and Mathematics Classes

Survey on Teaching Science to K-12 Students with Disabilities: Teacher Preparedness and Attitudes

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