Narrative Inquiry on the Teaching of STEM to Blind High School Students
Narrative Inquiry on the Teaching of STEM to Blind High School Students
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盲人高中生STEM教学的叙事探究
DOI：
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发表时间：
2017
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通讯作者：
M. D. Stefano
中科院分区：
文献类型：
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作者：
I. Villanueva;M. D. Stefano
本研究旨在提升领导 STEM 非正式教育项目夏季系列：全国盲人工程智商联合会 (NFB EQ) 的教师的经验和声音。通过与科学、技术、工程和数学 (STEM) 的结合，NFB EQ 于 2013 年至 2016 年在马里兰州巴尔的摩为 60 名盲人学生（9 至 12 年级）提供了学习工程的机会。这项叙事探究研究的目的是了解教师如何培养盲人学生对 STEM 的兴趣。参与者包括两名视力正常的教师、一名盲人教师、一名视力正常的教师兼研究员和一名视力正常的研究员参与者。我们以现场笔记、半结构化访谈、个人叙述、集体叙述、焦点小组讨论和教学制品的形式收集数据。我们从事对话分析，使用MAXQDA 12软件进行数据分析。在实践社区和通用学习设计原则的指导下，我们的结果确定了教师意识和立场在引导盲人学生融入 STEM 课堂和认同方面的重要性。调查结果还表明，教师处于独特的地位，可以允许或阻止课堂上出现包容性机会。
This study aimed to elevate the experiences and voices of teachers who led the STEM informal education program summer series: National Federation of the Blind Engineering Quotient (NFB EQ). Through its integration with science, technology, engineering, and math (STEM), NFB EQ opened opportunities from 2013–2016 in Baltimore, Maryland, for 60 blind students (Grades 9–12) to learn about engineering. The purpose of this narrative inquiry study was to understand how teachers foster interest towards STEM among blind students. The participants were two sighted teachers, one blind teacher, one sighted teacher–researcher, and one sighted researcher participant. We collected data in the form of field notes, semi-structured interviews, personal narratives, collective narratives, a focus group discussion, and teaching artifacts. We engaged in conversation analysis and used MAXQDA 12 software for data analysis. Guided by the principles of community of practices and universal design for learning, our results identified the importance of teacher awareness and positionalities in guiding blind students’ inclusion and identity in the STEM classroom. Findings also suggest teachers are in a unique position to allow or prevent inclusive opportunities from occurring in their classrooms.