Using Argument-based Science Inquiry to Improve Science Achievement for Students with Disabilities in Inclusive Classrooms

Abstract

The increased emphasis on STEM related careers and the use of science in everyday life makes learning science content and concepts critical for all students especially for those with disabilities. As suggested by the National Resource Council (2012), more emphasis is being placed on being able to critically think about science concepts in and outside of the classroom. Additionally, the Next Generation Science Standards are asking teachers and students to better understand how science is connected to the everyday world through the use of inquiry-based methods. The manuscript focuses on the use of a structured argument-based inquiry approach to science instruction called the Science Writing Heuristic (SWH). The SWH approach has shown some initial success in improving science achievement for students with disabilities. The current study compares treatment and comparison groups of students with disabilities in the area of science achievement. Treatment group students were taught using the SWH approach, while the comparison groups were taught using traditional science teaching. The authors found that students in the SWH groups scored significantly better than the comparison groups on post-test science achievement scores. The authors also found stronger effect size results for SWH groups as well. Implications for teaching science to students with disabilities are discussed.

A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry‐based practical work

“…Also, though some studies (such as Klahr & Nigam, ) show that inquiry‐based science education is less effective than direct instruction in supporting learning, Blanchard et al () note that a bigger body of research (including Leonard, ) shows that inquiry‐based teaching and learning is equivalent to or more effective than direct instruction. For example, contrary to the case with traditional science teaching, an argument‐based inquiry approach resulted in higher achievement for learners with disabilities (Taylor, Tseng, Murillo, Therrien, & Hand, ). Also, 5e (engagement, exploration, explanation, elaboration, and evaluation) inquiry‐based lessons resulted in increased goal orientation, an aspect of learner motivation (Mupira & Ramnarain, ).…”

The effect of student-centered teaching and problem-based learning on academic achievement in science

“…Belin and Kisida (2015) revealed that attitudes of toward evolutionary science are strongly related to science achievement. In addition, Taylor et al (2018) uncovered that the use of a structured argument-based inquiry approach in science instruction has shown initial success in improving science achievement. Johnson, Bolshakova and Waldron (2016) indicated that transformative professional development enabled significant growth in teacher quality and student science achievement.…”

Integrating Reading as Evidence to Enhance Argumentation in Scientific Reading-based Inquiry: A Design-based Research in Biology Classroom

“…There are minimal inquiry models that accommodate structured scientific reading as a fundamental activity in practice. Several research approaches oriented towards inquiry and argumentation include the Argument-Based Science Inquiry (Choi et al, 2014;Taylor et al, 2018;Sari & El, 2020), the Argument-Driven Inquiry (Cetin & Eymur, 2017;Eymur, 2018Eymur, , 2019, and the Scientific Inquiry Learning Model (Eliyahu et al, 2020;Mesci et al, 2020). Although they contain inquiry steps in optimizing argumentation skills, these approaches do not explicitly include reading activity in the instructions.…”