Embracing Inclusivity through Pedagogical Practices: Case Studies from Singapore Science Lessons

Autor/inn/en	Teo, Tang Wee; Pua, Ching Yee
Titel	Embracing Inclusivity through Pedagogical Practices: Case Studies from Singapore Science Lessons
Quelle	In: Asia-Pacific Science Education, 7 (2021) 2, S.235-279 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Teo, Tang Wee) ORCID (Pua, Ching Yee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2364-1177
Schlagwörter	Foreign Countries; Elementary School Science; Science Instruction; Inclusion; Case Studies; Intervention; Students with Disabilities; Dyslexia; Elementary School Teachers; Science Teachers; Teaching Methods; Singapore + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Inklusion; Case study; Fallstudie; Case Study; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Singapur
Abstract	This paper examines the pedagogical practices in three case studies of elementary science lessons that took place in classrooms or laboratories to make connections to the discourse about inclusivity in science teaching. Using the Singapore Teaching Practice as a reference, we analyzed the pedagogical practices enacted during three lessons where specific intervention strategies were undertaken during the lessons to address the needs of students with dyslexia. Using event-oriented inquiry, nine (including one emergent) pedagogical practices were adapted by the science teachers. The findings also suggested differences in the outcomes from enacting the same pedagogical practices in different teaching situations. This study contributes to the literature by offering a situated definition of 'pedagogical practices', a dynamic construct in the existing literature, in the context of inclusive education. Suggestions on ways to adapt the nine pedagogical practices to enhance the reflexivity of teachers in inclusive science teaching are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01