Using An Inquiry-based Teaching Approach to Improve Science Outcomes for Students with Disabilities: Snapshot and Longitudinal Data

Authors

Jonte Taylor, The University of IowaFollow
William J. Therrien, University of IowaFollow
Erica Rochelle Kaldenberg, University of IowaFollow
Sarah J. Watt, University of IowaFollow
Niphon Chanlen, The University of IowaFollow
Brian Hand, The University of IowaFollow

Creative Commons License

This work is licensed under a Creative Commons Attribution 3.0 License.

Abstract

Poor science achievement has been an educational issue for a number of years. Students with disabilities have traditionally fared worse. Research suggests that students with disabilities may respond better to instruction using an inquiry-based approach vs. traditional textbook instruction when measuring science achievement on standardized measures. The researchers report achievement data on the Iowa Test of Basic Skills from a target school district for students Individualized Education Program’s (IEP) and non-IEP students, as well as students with IEP’s at the state level. Using an argument-based inquiry approach to science instruction called the Science Writing Heuristic (SWH); the researchers report data supporting its impact on student achievement in science. Data suggest that the SWH may contribute to science achievement for students with IEP’s.

Recommended Citation

Taylor, Jonte; Therrien, William J.; Kaldenberg, Erica Rochelle; Watt, Sarah J.; Chanlen, Niphon; and Hand, Brian (2011) "Using An Inquiry-based Teaching Approach to Improve Science Outcomes for Students with Disabilities: Snapshot and Longitudinal Data," Journal of Science Education for Students with Disabilities: Vol. 15 : Iss. 1, Article 4.
DOI: 10.14448/jsesd.04.0003
Available at: https://repository.rit.edu/jsesd/vol15/iss1/4