TY - JOUR

T1 - Inquiry-based Science Education and Special Needs – Teachers’ Reflections on an Inclusive Setting

AU - Abels, Simone Juliane

PY - 2014

Y1 - 2014

N2 - Many countries in the world signed and ratified the UN Convention on the Rights of Persons with Disabilities (2006) in order to ensure inclusive education at all levels. Nevertheless, dealing with differences in the classroom is seen as one of the biggest challenges teachers – also science teachers – face at the moment. Additionally, there is a lack of research in science education how to foster students appropriately in regard to their diverse pre-conditions. Research studies often recommend carefully scaffolded inquiry-based teaching approaches. This article is divided in two parts. The first part attempts to sum up what is known about the inclusion of students with special needs in science classes teaching them inquiry-based. The second part introduces a case study which investigates an open inquiry-based learning environment in an inclusive middle school. The learning environment is videotaped and reflected with the teachers. Ideas for change are developed. Conclusions are drawn for the facilitated competence gain for students with and without special needs.

AB - Many countries in the world signed and ratified the UN Convention on the Rights of Persons with Disabilities (2006) in order to ensure inclusive education at all levels. Nevertheless, dealing with differences in the classroom is seen as one of the biggest challenges teachers – also science teachers – face at the moment. Additionally, there is a lack of research in science education how to foster students appropriately in regard to their diverse pre-conditions. Research studies often recommend carefully scaffolded inquiry-based teaching approaches. This article is divided in two parts. The first part attempts to sum up what is known about the inclusion of students with special needs in science classes teaching them inquiry-based. The second part introduces a case study which investigates an open inquiry-based learning environment in an inclusive middle school. The learning environment is videotaped and reflected with the teachers. Ideas for change are developed. Conclusions are drawn for the facilitated competence gain for students with and without special needs.

KW - Chemistry

KW - Didactics of sciences education

KW - special education

KW - Inquiry-based learning

KW - Inclusion

KW - reflection

KW - Case study

U2 - 10.25749/sis.4069

DO - 10.25749/sis.4069

M3 - Journal articles

VL - 2

SP - 124

EP - 154

JO - Sisyphus - Journal of Education

JF - Sisyphus - Journal of Education

SN - 2182-8474

IS - 2

ER -