Literaturnachweis - Detailanzeige
| Autor/inn/en | Jimenez, Bree A.; Browder, Diane M.; Courtade, Ginevra R. |
|---|---|
| Titel | An Exploratory Study of Self-Directed Science Concept Learning by Students with Moderate Intellectual Disabilities |
| Quelle | In: Research and Practice for Persons with Severe Disabilities (RPSD), 34 (2009) 2, S.33-46 (14 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1540-7969 |
| Schlagwörter | Moderate Mental Retardation; Disabilities; Task Analysis; Physical Sciences; Investigations; Concept Teaching; Scientific Concepts; Independent Study; Outcomes of Treatment; Chemistry; Educational Strategies; Teaching Models; Predictor Variables; Instructional Effectiveness |
| Abstract | This investigation focused on the effects of a treatment package including multiple exemplar training, time delay, and a self-directed learning prompt (KWHL chart) on students' ability to complete an inquiry lesson independently and generalize to untrained materials. Three middle school students with moderate intellectual disabilities learned to self-direct themselves through a 15-step task analysis to complete inquiry lessons in chemistry and physical science. All three students achieved mastery across materials, science concepts, and instructional settings, but unanticipated generalization weakened the demonstration of experimental control. The results provide a potential method for students with moderate intellectual disabilities to learn science concepts. (Contains 7 figures and 1 table.) (As Provided). |
| Anmerkungen | TASH. 1025 Vermont Avenue 7th Floor, Washington, DC 20005. Tel: 202-263-5600; Fax: 202-637-0138; Web site: http://www.tash.org/publications/rpsd/rpsd.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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