Conceptual Understandings of Students with Visual Impairments about Biodiversity across Ecosystems

Hilson, Margilee; Wild, Tiffany; Hobson, Scott

doi:10.5241/6-102

Cited by 8 publications

(6 citation statements)

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“…Constant comparative analysis was used to analyze the data (Trundle et al, 2002;Bell and Trundle, 2007;Trundle et al, 2007a;2007b). Previous science research exploring conceptual understanding of students with visual impairments (Wild and Trundle, 2010;Wild, Hilson and Farrand, 2013;Wild, Hilson and Hobson, 2013;Hilson, Hobson and Wild, 2016) has successfully employed constant comparative analysis. The analysis of the interview data, based upon the work of Boeiji (2002), provided a comparison of data collected within a single interview, between interviews in the same group and between interviews in different groups.…”

Section: Discussionmentioning

confidence: 99%

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

Koehler¹,

Wild²,

Tikkun³

2018

JSESD

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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.

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Section: Discussionmentioning

confidence: 99%

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

Koehler¹,

Wild²,

Tikkun³

2018

JSESD

Self Cite

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“…The methods used to analyze data in this study were similar to how Vindrola-Padros et al (2020) analyzed qualitative data during the COVID-19 pandemic. In addition, Glasser’s method has been used in previous research with students with visual impairments (Hilson et al, 2016; Wild et al, 2013). It was also used to analyze data gathered from parents of students with visual impairments during the pandemic (Wild et al, in press).…”

Section: Methodsmentioning

confidence: 99%

The changing role of teachers of students with visual impairments in North America during the initial response to the COVID-19 pandemic

Wild

Herzberg

Hicks

2022

British Journal of Visual Impairment

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Schools abruptly closed throughout in response to the COVID-19 pandemic. Although legal requirements remained unchanged, service delivery models and how teachers of students with visual impairments supported their students changed. Teachers of students with visual impairments answered a series of questions about how district policies impacted their work, what materials they could not access and the subsequent impact on their students, and changes in their caseloads during the initial shutdown of schools. Four overall themes emerged from the data: (1) district policies often impeded the work of teachers of students with visual impairments; (2) teachers did not have the materials needed to ensure that their students could access instruction; (3) teachers were concerned that they could not locate some of their students; and (4) teachers experienced changes in their direct and consultative caseloads due to a variety of factors. The work of teachers of students with visual impairments was dramatically impacted by the COVID-19 pandemic. As the shutdown continued, district policies changed and often impeded their efforts to support students on their caseload. In addition, many teachers struggled to locate all of their students and lacked the basic supplies to ensure instruction was accessible. However, teachers of students with visual impairments were creative and provided instruction that incorporated online resources and readily available home materials, collaborated with colleagues, and engaged the community in order to support their students. The experiences of teachers and lessons learned during the pandemic can be used to advocate for policy that protects the rights of students with visual impairments to an education during future unanticipated events such as a pandemic or inclement weather.

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“…Each topic comprised up to 10 lesson plans. Each curriculum book contained inquiry-based instruction which has been proven to be beneficial for students with visual impairments in learning science (Hilson et al, 2016; Wild & Koehler, 2017; Wild, Farrand, & Hilson, 2013; Wild, Hilson, & Hobson, 2013; Wild & Trundle, 2010a, 2010b) and documented as used by teachers in the United States.…”

Section: Methodsmentioning

confidence: 99%

Incorporating the Expanded Core Curriculum into science

Chiu

Wild

2021

British Journal of Visual Impairment

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The Expanded Core Curriculum (ECC) is a set of concepts and skills that are taught to students with visual impairments to support their learning that often occurs incidentally with vision. Students with visual impairments must learn both the ECC and content from the general education curriculum, including science. Thus, it is crucial to incorporate these two sets of curricula so that students with visual impairments can learn both sets of curricula more efficiently. This article presents an analysis of science curricula and lesson plans that support the Next Generation Science Standards while promoting teaching skills to students with visual impairments in the ECC. The results show that the ECC can be incorporated into science easily which will allow the ECC and science to be taught in one lesson.

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Conceptual Understandings of Students with Visual Impairments about Biodiversity across Ecosystems

Cited by 8 publications

References 0 publications

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

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

The changing role of teachers of students with visual impairments in North America during the initial response to the COVID-19 pandemic

Incorporating the Expanded Core Curriculum into science

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