An Outdoor Project-Based Learning Program: Strategic Support and the Roles of Students with Visual Impairments Interested in STEM

Autor/inn/en	Tsinajinie, Garrison; Kirboyun, Sevgi; Hong, Sunggye
Titel	An Outdoor Project-Based Learning Program: Strategic Support and the Roles of Students with Visual Impairments Interested in STEM
Quelle	In: Journal of Science Education and Technology, 30 (2021) 1, S.74-86 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-020-09874-0
Schlagwörter	Outdoor Education; Active Learning; Student Projects; Students with Disabilities; Visual Impairments; STEM Education; Student Interests; Middle School Students; High School Students; Intervention; Inclusion + Suchen Sie Ihr Suchwort? Freiluftunterricht; Aktives Lernen; Schulprojekt; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Visual handicap; Sehbehinderung; STEM; Studieninteresse; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Inklusion
Abstract	A qualitative study was conducted to understand how middle and high school students with visual impairments (VI) engage in Science, Technology, Engineering and Mathematics (STEM). The Readiness Academy, a Project-Based Learning (PBL) intervention, was designed to provide a week-long, immersive, outdoor, and inquiry-based science education program to students with VI. We analyzed 187 photographs, camp associate intern notes, and researcher memos first using emotion coding, followed by process coding to structure initial codes and categories into seven research activities. We used axial coding as a secondary cycle coding method to determine four consistent themes across all research activities: apprenticeship, collaboration, accessibility, and independence. We found that the inclusion of purposeful accessibility, such as assistive technology and multisensory experiences, supported how students with VI engaged in STEM education. The findings reflect how students dynamically fulfilled roles as apprentices, collaborative members, and independent researchers within the program's context of PBL and outdoor science education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01