Scaffolding inquiry-based science and chemistry education in inclusive classrooms

Research output: Contributions to collected editions/worksContributions to collected editions/anthologiesResearchpeer-review

Authors

Since the ratification of the UN Convention on Rights of Persons with Disabilities inclusion is on the agenda. In science education inquiry-based learning is, among others, recommended to deal with the diversity of students in a classroom. However, teachers struggle with the implementation of inquiry-based science education and view heterogeneity rather as a burden than an asset. Therefore, this research project is dedicated to the teachers' scaffolding teaching science in inclusive classes. Specifically, within the framework of a qualitative case study, the focus lies upon inquiry-based learning environments with different levels of openness and structuring and how they can be orchestrated to deal with diverse learning needs of all students in one classroom. The research study is conducted in cooperation with an inclusive urban middle school (grade 5 to 8), where students with and without special educational needs learn together. Initially, the article introduces the inclusive school with its specific way and challenges - not only the science classes - as inclusion is holistic school development. Subsequently, two science formats are particularly focused and contrasted: guided inquiry-based chemistry lessons as well as the format Lernwerkstatt (German for workshop center), an open inquiry setting. The aim of the Lernwerkstatt is that students work self-dependently on their own scientific questions innervated by carefully arranged phenomena and materials. Using participant observation and videography data were collected in two 8th grade chemistry classes and nine Lernwerkstatt classes. Additionally, audio recordings of informal conversations with the science teachers are used for analysis, which follows the rules of Grounded Theory by Kathy Charmaz. The systematics of Grounded Theory was chosen as it focuses on social phenomena and processes, e.g., teaching processes which need to be analyzed to outline inclusive science education. The differences in the teachers' scaffolding of the open versus the guided setting will be explained.

Original languageEnglish
Title of host publicationNew Developments in Science Education Research
EditorsNathan L. Yates
Number of pages19
Place of PublicationNew York
PublisherNova Science Publishers, Inc.
Publication date15.03.2015
Pages77-95
ISBN (print)9781634639453, 9781634639149
Publication statusPublished - 15.03.2015
Externally publishedYes

Recently viewed

Researchers

  1. Holger Schmidt

Publications

  1. CETA's Investment Court System and the Autonomy of EU Law: Insights from the Hearing in Opinion 1/17
  2. The Volatility of the Discourse on Refugees in Germany
  3. Waiver, acquiescence and extinctive prescription
  4. Ästhetische Langeweile in der Gegenwartskunst
  5. Yuval Shany, Assessing the Effectiveness of International Courts
  6. Exnovation as a necessary factor in successful energy transitions
  7. Managing increasing environmental risks through agrobiodiversity and agrienvironmental policies
  8. The Territory as Creative Force
  9. Reverse Solange
  10. Li-Yorke pairs of full Hausdorff dimension for some chaotic dynamical systems
  11. Deep decarbonization in Germany: A macro-analysis of economic and political challenges of the 'Energiewende' (energy transition)
  12. Responsivity as a transdisciplinary research principle
  13. Managing depression in older age
  14. Completion of the OBD- with the OBM-(On-Board-Measurement)-Technology
  15. An Over-Actuated Hexacopter Tilt-Rotor UAV Prototype for Agriculture of Precision
  16. Ecophysiological isotope tools for characterising the drought sensitivity of Douglas-fir (Pseudotsuga menziesii Mirb. Franco)
  17. "Forschendes Lernen in der Schule"
  18. Cytotoxicity of the ga-containing coatings on biodegradable magnesium alloys
  19. The rise and fall of GMOs in politics
  20. Do personal traits, creativity and organizational trust influence the innovative skills of technical students evidence from a private university?
  21. Vergleichssystematik für Optimierungsansätze
  22. Postretirement Career Planning
  23. Methane mitigation
  24. Disclosure in European Competition Litigation Through the Lens of US Discovery
  25. Sustainable management of marine fish stocks by means of sliding mode control