The Framework for Inclusive Science Education
Publikation: Arbeits- oder Diskussionspapiere und Berichte › Arbeits- oder Diskussionspapiere
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Lüneburg: Leuphana Universität Lüneburg, 2020. (Inclusive Science Education; Nr. 1/2020).
Publikation: Arbeits- oder Diskussionspapiere und Berichte › Arbeits- oder Diskussionspapiere
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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 -