Effects of thematic-based, hands-on science teaching versus a textbook approach for students with disabilities

Journal of Research in Science Teaching

Volumn 42, Issue 3, 2005, Pages 245-263

  McCarthy, Cheryl B ^a  

^a WEST CHESTER UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

BEHAVIORAL RESEARCH; CURRICULA; EARTH SCIENCES; LEARNING SYSTEMS; STUDENTS;

BEHAVIORAL DISABILITIES; SCIENCE CLASSROOM; SCIENCE TEACHING; SHORT-ANSWER TEST;

TEACHING;

EID: 16244408902     PISSN: 00224308     EISSN: None     Source Type: Journal    
DOI: 10.1002/tea.20057     Document Type: Review

References (47)

1. Ahlgren, A. & Rutherford, J. (1993). Where is project 2061 today? Educational Leadership, 50, 19-22.
2. American Association for the Advancement of Science (1989). Science for all Americans: Project 2061. Washington, DC: American Association for the Advancement of Science.
3. Atwood, R.K. & Oldham, B.R. (1985). Teachers' perceptions of mainstreaming in an inquiry-oriented elementary science program. Science Education, 69, 619-624.
4. Bakken, J., Mastropieri, M., & Scruggs, T. (1997). Reading comprehension of expository science material and students with learning disabilities: A comparison of strategies. Journal of Special Education, 31, 300-324.
5. Bay, M., Staver, J., Bryan, T., & Hale, J. (1992). Science instruction for the mildly handicapped: Direct instruction versus discovery teaching. Journal of Research in Science Teaching, 29, 555-570.
6. Carlisle, J. & Chang, V. (1996). Evaluation of academic capabilities in science by students with and without learning disabilities and their teachers. Journal of Special Education, 30, 18-34.
7. Caseau, D. & Norman, K. (1997). Special education teachers use science-technologysociety (STS) themes to teach science to students with learning disabilities. Journal of Science Teacher Education, 8, 55-68.
8. Cawley, J.F. (1994). Science for students with disabilities. Remedial and Special Education, 15, 67-71.
9. Cawley, J., Hayden, S., Cade, E., & Baker-Kroczynski, S. (2002). Including students with disabilities into the general education science classroom. Exceptional Children, 68, 423-435.
10. Cawley, J., Kahn, H., & Tedesco, A. (1989). Vocational education and students with learning disabilities. Journal of Learning Disabilities, 22, 630-634.
11. Cawley, J., Miller, J., & Carr, S. (1990). An examination of the reading performance of students with mild educational handicaps or learning disabilities. Journal of Learning Disabilities, 23, 284-290.
12. Cawley, J. & Parmar, R. (2001). Literacy proficiency and science for students with learning disabilities. Reading and Writing Quarterly, 17, 105-125.
13. Dole, J.A. (2000). Readers, texts and conceptual change learning. Reading and Writing Quarterly, 16, 99-119.
14. Donahoe, K. & Zigmond, N. (1990). Academic grades of ninth-grade urban learning disabled students and low-achieving peers. Exceptionality - A Research Journal, 1, 17-27.
15. Driscoll, M.P., Moallem, M., Dick, W., & Kirby, E. (1994). How does the textbook contribute to learning in a middle school science class? Contemporary Educational Psychology, 19, 79-100.
16. Elliot, D., Nagle, K., & Woodward, A. (1986). Scientific Literacy in Elementary Science Textbooks. San Francisco, CA: Paper presented at the annual meeting of the American Educational Research Association.
17. Feldkamp-Price, B. (1994). A teacher's guide to choosing the best hands-on activities. Science and Children 31, 16-19.
18. Frisbie, D.A., Miranda, D.U., & Baker, K.K. (1993). An evaluation of elementary textbook tests as classroom assessment tools. Applied Measurement in Education, 6, 21-36.
19. Gurganus, S., Janas, M., & Schmitt, L. (1995). Science instruction: What special education teachers need to know and what roles they need to play. Teaching Exceptional Children, 27, 7-9.
20. Holahan, G. & DeLuca, C. (1995). The effects of theme-based "hands-on" science instruction on the performance of students with disabilities. Unpublished manuscript, State University of New York at Buffalo.
21. Huber, R. & Moore, C. (2001). A model for extending hands-on science to be inquiry-based. School Science and Mathematics, 101, 32-43.
22. Mastropieri, M. & Scruggs, T. (1992). Science for students with disabilities. Review of Educational Research, 62, 377-411.
23. Mastropieri, M. & Scruggs, T. (1994). Text versus hands-on science curriculum: Implications for students with disabilities. Remedial and Special Education, 15, 72-85.
24. Mastropieri, M. & Scruggs, T. (1995). Teaching science to students with disabilities in general education settings. Teaching Exceptional Children, 27, 10-13.
25. Mastropieri, M., Scruggs, T., & Magnusen, M. (1999). Activities-oriented science instruction for students with disabilities. Learning Disabilities Quarterly, 22, 240-249.
26. Mastropieri, M., Scruggs, T., Mantzicopoulos, P., Sturgeon, A., Goodwin, L., & Chung, S. (1998). A place where living things affect and depend on each other: Qualitative and quantitative outcomes associated with inclusive science teaching. Science Education, 82, 163-179.
27. National Science Foundation (NSF) (2001). Math and Science Partnerships Initiative. Retrieved from: http://www.ehr.nsf.gov/mathandsciencepi.asp.
28. Nolet, V. & Tindal, G. (1993). Instruction and learning in middle school science classes: Implications for students with disabilities. Journal of Special Education, 28, 166-187.
29. Parmar, R. & Cawley, J. (1993). Analysis of textbook recommendations provided for students with disabilities. Exceptional Children, 59, 518-531.
30. Parmar, R., DeLuca, C., & Janczak, T. (1994). Investigations into the relationship between science and language abilities of students with mild disabilities. Remedial and Special Education, 15, 117-126.
31. Patton, J. (1995). Teaching science to students with special needs. Teaching Exceptional Children, 27, 4-6.
32. Patton, J., Palloway, E., & Cronin, M. (1990). A survey of special education teachers relative to science for the handicapped. Unpublished paper, University of New Orleans.
33. Peacock, A. & Gates, S. (2000). Newly qualified primary teachers' perceptions of the role of text material in teaching science. Research in Science and Technological Education, 18, 155-172.
34. Pine, J. (1990). Validity of science assessments. In G. Hein (Ed.), The Assessment of hands-on elementary science programs. Grand Forks, ND: University of North Dakota Press.
35. National Science Foundation (NSF) (1997). Presidential awards recognize world's best teaching. Retrieved from: http://www.nsf.gov/od/lpa/news/press/ pr9744.htm.
36. Raizen, S. (1988). Increasing educational productivity through improving science curriculum. Washington, DC: National Center for Improving Science Education.
37. Salend, S. (1998). Using an activities-based approach to teach science to students with disabilities. Intervention and School Clinic, 34, 67-72, 78.
38. Scruggs, T. & Mastropieri, M. (1995). Science education for students with behavioral disorders. Education and Treatment of Children, 18, 322-334.
39. Scruggs, T., Mastropieri, M., Bakken, J., & Brigham, F. (1993). Reading versus doing: The relative effects of textbook-based and inquiry-oriented approaches to science learning in special education classrooms. The Journal of Special Education, 27, 1-15.
40. Shavelson, R. & Baxter, G. (1992). What we've learned about assessing hands-on science. Educational Leadership, 49, 20-25.
41. Third International Mathematics and Science Study (TIMMS) (1997). International Association for the Evaluation of Educational Achievement. Retrieved from Boston College, International Study Center website: http://timss.bc.edu/isc/isc-publications.html
42. Third International Mathematics and Science Study (TIMMS) (2001). Rank of U.S. eighth graders internationally is a mixed bag. Retrieved from: http://www.nsf.gov/pubs/2001/pr0124/ po0124.txt.
43. Thomas, J. (1978). The influence of pictorial illustrations with written text and previous achievement on the reading comprehension of fourth grade science students. Journal of Research in Science Teaching, 15, 401-405.
44. U.S. Department of Education (1991). America 2000: An education strategy. Washington, DC: Author.
45. Walpole, S. (1999). Changing texts, changing thinking: Comprehension demands of new science textbooks. The Reading Teacher, 52, 358-369.
46. Wood, T.L. & Wood, W.L. (1988). Assessing potential difficulties in comprehending fourth grade science textbooks. Science Education, 72, 561-574.
47. Yager, R.E. (1983). The importance of terminology in teaching K-12 science. Journal of Research in Science Teaching, 20, 577-588.