Using An Inquiry-based Teaching Approach to Improve Science Outcomes for Students with Disabilities: Smapshot and Longitudinal Data

Taylor, Jonté; Therrien, William J.; Kaldenberg, Erica R.; Watt, Sarah; Chanlen, Niphon; Hand, Brian

doi:10.14448/jsesd.04.0003

Cited by 13 publications

(5 citation statements)

References 19 publications

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“…In the meantime, we will note that studies employing strategy instruction have produced significant, and sometimes large, effects on learning during writing. Another important result of instruction in self-regulation, which has emerged during the past decade, has been the finding that it contributes to learning for students who are low-achieving and students who have learning disabilities (e.g., Ferretti, MacArthur, & Okolo, 2001;Taylor, Therrien, Kaldenberg, Watt, Chanlen, & Hand, 2012;Wong et al, 2002). At the same time, a national survey of secondary teachers in the United States suggests that most teachers do not use of strategy instruction to support writing to learn (Gillespie, Graham, Kiuhara, & Hebert, 2014), suggesting that this is an important focus for professional development.…”

Section: Self-regulation In Writing To Learnmentioning

confidence: 99%

Trends in Research on Writing as a Learning Activity

Klein¹,

Boscolo²

2016

Journal of Writing Research

166

119

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This article discusses five trends in research on writing as a learning activity. Firstly, earlier decades were marked by conflicting views about the effects of writing on learning; in the past decade, the use of meta-analysis has shown that the effects of writing on learning are reliable, and that several variables mediate and moderate these effects. Secondly, in earlier decades, it was thought that text as a medium inherently elicited thinking and learning. Research during the past decade has indicated that writing to learn is a self-regulated activity, dependent on the goals and strategies of the writer. Thirdly, the Writing Across the Curriculum (WAC) movement emphasized domain-general approaches to Writing to Learn (WTL). Much recent research is consistent with the Writing in the Disciplines (WID) movement, incorporating genres that embody forms of reasoning specific to a given discipline. Fourthly, WTL as a classroom practice was always partially social, but the theoretical conceptualization of it was largely individual. During the past two decades, WTL has broadened to include theories and research that integrate social and psychological processes. Fifthly, WTL research has traditionally focused on epistemic learning in schools; more recently, it has been extended to include reflective learning in the professions and additional kinds of outcomes.

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Section: Self-regulation In Writing To Learnmentioning

confidence: 99%

Trends in Research on Writing as a Learning Activity

Klein¹,

Boscolo²

2016

Journal of Writing Research

166

119

View full text Add to dashboard Cite

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“…Recent research related to the SWH approach has indicated that students using the SWH approach experience a significant improvement in critical thinking skills compared to students who participate in more traditional approaches to science instruction Taylor et al, 2012). In this regard, when considering this study was conducted within SWH approach, effect size gains for both groups were expected.…”

Section: ⅳ Discussionmentioning

confidence: 87%

Examining the Relationship between a Structured Reading Framework and Students' Critical Thinking Ability within an Argument-Based Inquiry Approach

Jang¹,

Nam²

2013

Journal of The Korean Association For Research In Science Educa

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This study examined how a Structured Reading Framework (SRF) is related to improving students' critical thinking ability in an argument-based inquiry approach, called the Science Writing Heuristic (SWH) approach. A total of 75 8 th graders participated in the study, with 34 in the control group and 41 in the treatment group. The gains in critical thinking skills were compared between two groups, and relationships among the components of the reading framework and the critical thinking skills were explored at the group level. Result indicates that the treatment group who used the SRF had larger gains in critical thinking scores than control group who used the Original Reading Framework (ORF). In addition, results show that the correlations between Reading Framework (RF) components and critical thinking scores are statistically significant in the treatment group, while no correlations exist in the control group. It appears that using the SRF have an impact on developing students' critical thinking ability by providing a scaffold to assist argumentation practice.

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“…As described by science educators, the best way to learn science is by doing science via an inquiry-based methodology (National Research Council [NRC], 2012; Next Generation Science Standards [NGSS] Lead States, 2013). As it relates the students with LD or EBD, numerous studies have shown that the most effective form of inquiry is supported and structured (Cole et al, 2010; Rizzo & Taylor, 2016; Scheuermann et al, 2009; Scruggs & Mastropieri, 2007; Taylor et al, 2012). Notably, the more scaffolded or supported the inquiry-based instruction (i.e., structured inquiry), the more successful it is for science and math learning outcomes (Rizzo & Taylor, 2016; Scheuermann et al, 2009).…”

Section: Science and Math Strategies For Remote Learningmentioning

confidence: 99%

Science, Technology, Engineering, Arts, and Mathematics Remote Instruction for Students With Disabilities

Taylor

Hwang

2021

Intervention in School and Clinic

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The need for all students to have science, technology, engineering, arts, and mathematics (STEAM) experiences has translated into research examinations of what strategies and practices work in learning STEAM-related concepts and ideas. Through research, effective frameworks, strategies, and additional considerations have been identified for teaching and learning STEAM for students with learning disabilities and emotional/behavioral disorders. Along with understanding how to apply teaching and learning frameworks and using specific strategies for science, technology, engineering, the arts, and mathematics, the authors provide details on how to differentiate instruction for remote teaching.

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Using An Inquiry-based Teaching Approach to Improve Science Outcomes for Students with Disabilities: Smapshot and Longitudinal Data

Cited by 13 publications

References 19 publications

Trends in Research on Writing as a Learning Activity

Trends in Research on Writing as a Learning Activity

Examining the Relationship between a Structured Reading Framework and Students' Critical Thinking Ability within an Argument-Based Inquiry Approach

Science, Technology, Engineering, Arts, and Mathematics Remote Instruction for Students With Disabilities

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