TY - UNPB

T1 - The Framework for Inclusive Science Education

AU - Brauns, Sarah

AU - Abels, Simone

PY - 2020/10/10

Y1 - 2020/10/10

N2 - In this working paper, we introduce the Framework for Inclusive Science Education. For the data collection, we applied a systematic literature review. In the process, n=297 titles were generated, which empirically or theoretically address the issue of inclusive science education. The sample was analysed both qualitatively and quantitatively. In a qualitative analysis, categories that combine characteristics of science education with an inclusive implementation were inductively derived. In total, n=935 categories on different abstraction levels were derived, which represent the framework. N=16 main categories were identified, which display the characteristics of science education to be combined with inclusive pedagogies. For the quantitative analysis of the sample and the framework, descriptive statistics were performed and differences between sub-samples analysed. Over the last ten years, a significant increase in publications has been observed. Moreover, there is a minor representation in titles relating to pre- and in-service teachers working in inclusive science education. Overall, in this paper we present not only the framework itself, but also give recommendations for the application of the framework.

AB - In this working paper, we introduce the Framework for Inclusive Science Education. For the data collection, we applied a systematic literature review. In the process, n=297 titles were generated, which empirically or theoretically address the issue of inclusive science education. The sample was analysed both qualitatively and quantitatively. In a qualitative analysis, categories that combine characteristics of science education with an inclusive implementation were inductively derived. In total, n=935 categories on different abstraction levels were derived, which represent the framework. N=16 main categories were identified, which display the characteristics of science education to be combined with inclusive pedagogies. For the quantitative analysis of the sample and the framework, descriptive statistics were performed and differences between sub-samples analysed. Over the last ten years, a significant increase in publications has been observed. Moreover, there is a minor representation in titles relating to pre- and in-service teachers working in inclusive science education. Overall, in this paper we present not only the framework itself, but also give recommendations for the application of the framework.

KW - Didactics of sciences education

KW - Educational science

UR - http://www.leuphana.de/inclusive-science-education

UR - https://www.leuphana.de/institute/insc/didaktik-der-naturwissenschaften/publikationen/inclusive-science-education/the-framework-for-inclusive-science-education-working-paper-01-2020.html

M3 - Working papers

T3 - Inclusive Science Education

BT - The Framework for Inclusive Science Education

PB - Leuphana Universität Lüneburg

CY - Lüneburg

ER -