Science for Students With Disabilities
Science for Students With Disabilities
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残疾学生科学
DOI：
10.3102/00346543062004377
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发表时间：
1992
期刊：
影响因子：
--
通讯作者：
T. Scruggs
中科院分区：
文献类型：
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作者：
M. Mastropieri;T. Scruggs
一项全面的文献综述揭示了66份涉及残疾学生科学教育的报告。这些调查被细分为（a）教学策略，包括，教学变量，记忆技巧，和文本改编和（B）科学课程评估或比较报告，并涉及所有残疾地区的学生。总体而言，它被发现，（a）教学变量，包括学习指南和文本改编表现出积极的影响，学生的学习，行为和动机;（B）记忆策略是非常有效的促进科学现象的口头知识;和（c）活动为导向的科学课程一般是有效的促进科学内容，操作技能和科学过程技能的知识。这些报告支持以前的建议，科学教育的残疾学生的基础上记录这些学生的特点。研究结果进行了讨论，科学教育的总体目标，以及未来的研究方向，为残疾学生的科学教学。
A comprehensive literature review revealed 66 reports involving science education for students with disabilities. These investigations were subdivided into (a) instructional strategies—including, instructional variables, mnemonic techniques, and text adaptations—and (b) science curriculum evaluation or comparison reports and involved students of all disability areas. Overall, it was found that (a) instructional variables including study guides and text adaptations exhibited a positive effect on student learning, behavior, and motivation; (b) mnemonic strategies were very effective in facilitating verbal knowledge of scientific phenomena; and (c) activities-oriented science curricula generally were effective in facilitating knowledge of science content, manipulative skills, and science process skills. These reports support previous recommendations for science education for students with disabilities based on documented characteristics of these students. Findings are discussed with respect to the overall goals of science education as well as future research directions for science instruction for students with disabilities.