Teacher Perceptions Regarding Teaching and Learning of Seasonal Change Concepts of Middle School Students with Visual Impairments

Autor/in	Wild, Tiffany A.
Titel	Teacher Perceptions Regarding Teaching and Learning of Seasonal Change Concepts of Middle School Students with Visual Impairments
Quelle	In: Journal of Science Education for Students with Disabilities, 16 (2012) 1, S.1-13, Artikel 2 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-9923
Schlagwörter	Middle School Teachers; Science Teachers; Teacher Attitudes; Science Instruction; Scientific Concepts; Climate; Teaching Methods; Middle School Students; Disabilities; Visual Impairments; Comparative Analysis; Conventional Instruction; Inquiry; Active Learning; Interviews; Special Schools; Outcomes of Education + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Lehrerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Klima; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Schüler; Schülerin; Handicap; Behinderung; Visual handicap; Sehbehinderung; Aktives Lernen; Interviewing; Interviewtechnik; Special school; Sonderschule; Lernleistung; Schulerfolg
Abstract	This study examines two classroom teachers' of students with visual impairments perceptions of middle school students with visual impairments learning of seasonal change and the teaching methods used in their classrooms. These perceptions were compared to data that documented student learning of the science content of seasonal change. The first teacher taught seasonal change concepts to middle school students with visual impairments using traditional instruction methodologies. The second teacher taught the same concepts using inquiry-based methodologies. Both classroom teachers were interviewed in order to probe their thinking about their classroom practices and the strategies they used. Upon completion of the inquiry-based lessons, the inquiry-based teacher stated that she will continue to utilize these lessons in the future and will not change any lessons. The traditional group teacher stated he would not make any changes but would add only a few units before teaching seasons. Both felt that students learned the reasons for seasons. Data showed that students in the traditional group were not as successful as their peers in the inquiry-based group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01