What Challenges Do Researchers Face in the Study of Inclusive Science Education?

Abstract

The study of inclusive science education poses researchers with new challenges and tasks. There is an inherent complexity within this field as it requires understanding of science subject matter in combination with the normative demands of inclusive pedagogy. A Delphi study was conducted to systematically survey research challenges that arise in the research of inclusive science education from the perspective of experts. In the Delphi study, challenges for research on inclusive science education were identified using an exploratory approach in the first round. In the course of the following rounds, a consensus could be reached for eight challenges (> 50% agreement, IQR < 1, SD < 1.5). These included challenges known from the literature, e.g. a lack of suitable research instruments. The results also showed a change or an overcoming of challenges documented in earlier articles. For example, many experts, no longer experience a lack of research studies as a challenge. Alongside the progress made in the research field of inclusive science education, challenges still need to be addressed, such as the discrepancy between existing theoretical approaches and actual teaching practices. Future research must address these issues.

Attitudes toward Inclusive Education from a Network Perspective

“…The present study investigates the relation between the model of disability, beliefs regarding learning and teaching, and the placement of children with disabilities as contributing aspects to a coherent perception of inclusive education. It therefore addresses two major conflicts within the discourse on inclusive education: firstly, the conflict between inclusive education as an individualizing issue and as a barrier to overcome in the environment [1,2], and secondly, the conversion into the practical implementation [3,4]. Previous research regarding inclusive education in general and the attitudes towards it specifically faced the challenge of competing and sometimes contradicting perceptions of inclusive education [2,[5][6][7].…”