Universal Design for Learning and elementary school science: Exploring the efficacy, use, and perceptions of a web-based science notebook.

Abstract

Science notebooks can play a critical role in activity-based science learning, but the tasks of recording, organizing, analyzing, and interpreting data create barriers that impede science learning for many students. This study (a) assessed in a randomized controlled trial the potential for a web-based science notebook designed using the Universal Design for Learning (UDL) framework to overcome the challenges inherent in traditional science notebooks, (b) explored how teacher characteristics and student use of supports in the digital environment were associated with productive inquiry science learning behaviors, and (c) investigated students' and teachers' perceptions of the key affordances and challenges of the technology to their learning. Use of the UDL science notebook resulted in improved science content learning outcomes (y = .34, p < .01), as compared with traditional paper-and-pencil science notebooks, and positively impacted student performance to the same degree, regardless of reading and writing proficiency and motivation for science learning at pretest. Students of teachers with greater experience using science notebooks and students who more frequently used the contextual supports within the notebook demonstrated more positive outcomes. Students and teachers reported overall quite positive experiences with the notebook, emphasizing high levels of interest, feelings of competence, and autonomy.

Beyond performance data: Improving student help seeking by collecting and displaying influential data in an online middle‐school science curriculum

“…In particular, those learners who would most benefit from such supports are least likely to access those features (Karabenick & Newman, ; Roll, Aleven, McLaren & Koedinger, ). However, guidance and feedback about using supports can improve help seeking (Rappolt‐Schlichtmann et al , ; Roll et al , ); the ongoing question remains how to approach such guidance and feedback in a way that translates to enduring self‐understanding and metacognitive skills for students, particularly outside of highly controlled online environments.…”

Using Universal Design for Learning to Design Standards-Based Lessons

“…Researchers have examined how UDL can be applied to teacher-developed lessons and curricula (Browder, Mims, Spooner, Ahlgrim-Delzell, & Lee, 2008;Dymond et al, 2006;King-Sears et al, 2015). Several studies have examined academic outcomes and engagement with UDL-based digital learning environments (Coyne, Pisha, Dalton, Zeph, & Smith, 2012;Dalton, Proctor, Uccelli, Mo, & Snow, 2011;Hall, Cohen, Vue, & Ganley, 2015;Marino et al, 2014;Rappolt-Schlichtmann et al, 2013). Studies have demonstrated that UDL-based instruction results in positive academic gains and increased engagement for students.…”

Desenho Universal para a Aprendizagem: a Produção Científica no Período de 2011 a 2016

“…The UDL broadens the understanding of the processes by which students access knowledge, not only by taking into consideration resources that eliminate barriers, but also by developing and designing appropriate courses and curricula, and for that reason, it is not possible to speak of curricular adaptation. This is one of its premises: barriers to learning occur at the intersection with the curriculum (RappoltSchlichtmann, Daley, Robinson, & Johnson, 2013). The UDL has proven itself as a great ally to design instruction in courses, materials and content in order to benefit people of all learning styles without adaptation or replacement of equipment (Zhong, 2012).…”

“…The difficulties for applicability of the UDL draw attention to possible situations to be located in our research contexts and practices, such as: extra time used by the teacher for improvement and preparation of material (Rao & Tanners, 2011;Katz, 2015); limited/insufficient teacher education in the theme of UDL (Frey, Andres, Mckeeman, & Lane, 2011;Smith, 2012;Caruana et al, 2015); few computers in schools and limited access to the internet (Rappolt-Schlichtmann et al, 2013;Katz, 2015;KingSears et al, 2015); and poorly inclusive public policies (Katz, 2015). These situations, located in studies of different realities that are similar to local issues, are not a reason to diminish the research development and practical application of the UDL, since there is an understanding that…”

“…The use of the computer has been indicated as an instrument that enables customization of learning, flexibilization of individual goals, monitoring progress, increasing interest levels, engaging and student autonomy (Wilson et al, 2011;Smith, 2012;Hinshaw, & Gumus, 2013;Rappolt-Schlichtmann et al, 2013;Cha, & Ahn, 2014;Hall, Cohen, Vue, & Ganley, 2015). Virtual reality and the use of avatars also appear to underpin the learning of students with deafness and autism; however, the authors of the studies analyzed did not bring the implication of their use with other population (Vesel, & Robillard, 2013;Chia, & Kee, 2014;Marino et al, 2014).…”