Teaching Science Skills and Knowledge to Students with Developmental Disabilities: A Systematic Review

Autor/inn/en	Apanasionok, Magdalena M.; Hastings, Richard P.; Grindle, Corinna F.; Watkins, Richard C.; Paris, Andreas
Titel	Teaching Science Skills and Knowledge to Students with Developmental Disabilities: A Systematic Review
Quelle	In: Journal of Research in Science Teaching, 56 (2019) 7, S.847-880 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Apanasionok, Magdalena M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21531
Schlagwörter	Science Instruction; Teaching Methods; Outcomes of Education; Intellectual Disability; Autism; Pervasive Developmental Disorders; Databases; Intervention; Student Attitudes; Teacher Attitudes; Vocabulary Development; Concept Formation; Scientific Concepts; Inquiry; Comprehension; Independent Study; Positive Attitudes; Instructional Effectiveness; Severe Disabilities + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Intellect; Disability; Disabilities; Verstand; Behinderung; Autismus; Datenbank; Schülerverhalten; Lehrerverhalten; Wortschatzarbeit; Concept learning; Begriffsbildung; Verstehen; Verständnis; Selbststudium; Unterrichtserfolg; Severe disability; Schwerbehinderung
Abstract	A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions--students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education, psychology, and science were systematically searched. A detailed protocol can be viewed on PROSPERO (registration number: CRD42017057323). Thirty studies were identified that reported on science interventions and 20 on student/teacher experiences of the interventions. The majority of the studies targeted science vocabulary and concepts. Other targets included inquiry skills and comprehension skills. The majority of the interventions used components of systematic instruction (n = 23). Five studies focused on self-directed learning and two on comprehension-based instruction. Students and teachers reported positive experiences of the interventions. The findings suggest that components of systematic instruction in particular might be effective in teaching science content to students with ID and/or ASD. Further research is needed to explore the effectiveness of identified interventions on teaching more complex science skills and with students with severe disabilities. Some limitations related to the search strategy are highlighted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01