Promoting Inclusive Practices in Inquiry-Based Science Classrooms

Autor/inn/en	Watt, Sarah J.; Therrien, William J.; Kaldenberg, Erica; Taylor, Jonte
Titel	Promoting Inclusive Practices in Inquiry-Based Science Classrooms
Quelle	In: TEACHING Exceptional Children, 45 (2013) 4, S.40-48 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Science Instruction; Classrooms; Science Education; Science Curriculum; Inclusion; Formative Evaluation; Inquiry; Disabilities; Active Learning; Cooperation; Memory; Retention (Psychology); Access to Education; Regular and Special Education Relationship; Scientific Concepts; Instructional Materials + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Classroom; Klassenraum; Naturwissenschaftliche Bildung; Inklusion; Handicap; Behinderung; Aktives Lernen; Co-operation; Kooperation; Gedächtnis; Merkfähigkeit; Education; Access; Bildung; Zugang; Bildungszugang; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	The purpose of this article is to provide an overview of inquiry-based instruction and to outline components of inquiry-based instruction key to ensuring that students with disabilities in inclusive science classrooms acquire core concepts. The use of collaboration, big ideas, knowledge and retention strategies, and formative assessments are discussed. (Contains 5 figures.) (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10