Conceptual Understandings of Seasonal Change by Middle School Students with Visual Impairments

This article presents the results of a study on the use of 3-D printed models in a science classroom for students with visual impairments and examines whether the use of these models impacts student conceptual understanding and misconceptions related to geosciences concepts, specifically plate tectonics. Data were collected one week prior to instruction, one week after instruction and throughout the 3-week instructional period. Results showed that students with visual impairments held many of the same misconceptions about plate tectonics as students who are typically sighted. All students in this study had fewer misconceptions after the instructional period than they held before instruction began; however, both the 3D group and the TG group continued to hold approximately equal numbers of misconceptions. The adaptations and hands-on experiences in this 3-week curriculum proved effective for students with visual impairments; helping them understand the unifying theory of plate tectonics. Some unique misconceptions held by the students with visual impairments in this research study include plates floating on the ocean, earthquakes moving with the plates, and volcanoes working together with the plates to cause earthquakes. There was a difference between students who had low vision and those with light perception only. The study helps to shed light on the use of 3-D printed models in the science classroom and their effectiveness at helping students with visual impairments learn important geoscience concepts.

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

Implications of 3-D Printing for Teaching Geoscience Concepts to Students with Visual Impairments

Koehler¹,

Wild²,

Tikkun³

2018

“…Inquiry-based instruction has been proved to be beneficial for students with visual impairments in learning science (Koehler, 2017;Hilson, Hobson, & Wild, 2016;Wild, Farrand, & Hilson, 2013;Wild, Hilson, & Hobson, 2013;Wild & Trundle, 2010a, 2010b. The informal science experience that will be described in this paper not only provided students with an out-of-school opportunity, but the activities built upon the need for students to learn by doing through inquiry-based instruction.…”

Section: Introductionmentioning

confidence: 99%

Hands-on Science Camp for K-12 Students in Taiwan Who Are Blind or Visually Impaired

Chiu¹

2020

The Yuan T. Lee Foundation Science Education for All (YTLF) has implemented a science camp for students with visual impairments in central Taiwan since 2009. The implementation of the camp serves as an informal science education practice model that informs curriculum design and development , personnel preparation and organization, as well as perceptions toward students with visual impairments. This article gives an overall introduction to the implementation of the camp in addition to the ideas and the outcomes.

“…The framework of NGSS stresses the importance of teaching science through inquiry based methods which has been shown to be an effective instructional strategy for students with visual impairments Hilson, Hobson & Wild, 2016;Wild, Hilson, & Farrand, 2013;Wild, Hilson & Hobson, 2013;Wild & Trundle, 2010a;2010b). In an inquiry-based classroom, students engage in the actual work of scientific investigation of the natural world through scientifically oriented questioning and discovery (Wild & Koehler, 2017).…”

Section: Introductionmentioning

confidence: 99%

Students with Visual Impairments' Access and Participation in the Science Curriculum: Views of Teachers of Students with Visual Impairments

Koehler¹,

Wild²

2019

Science is a core curricular area of instruction for all students and the federal mandates of the Individuals with Disabilities Education Act (2004) and No Child Left Behind (2001) require that students with disabilities are educated in the least restrictive environment and have access to general education science content, based upon rigorous standards. While, most students with visual impairments are educated in the general science classroom, few studies have been done to determine whether appropriate accommodations and modifications are being made in those classrooms to meet the specialized needs of these students. A 35 question survey instrument was disseminated to teachers of the visually impaired through a Visual Impairments Listserve and Facebook group to help determine what pedagogical practices, accommodations, modifications, adaptive equipment and instructional practices are being used to educate students with visual impairments in the United States and Canada. This study helped inform how students with visual impairments are being educated in the science classroom.