TY - CHAP

T1 - Scaffolding inquiry-based science and chemistry education in inclusive classrooms

AU - Abels, Simone

PY - 2015/3/15

Y1 - 2015/3/15

N2 - 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.

AB - 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.

KW - Chemistry

KW - Didactics of sciences education

UR - http://www.scopus.com/inward/record.url?scp=84956821689&partnerID=8YFLogxK

M3 - Contributions to collected editions/anthologies

AN - SCOPUS:84956821689

SN - 9781634639453

SN - 9781634639149

SP - 77

EP - 95

BT - New Developments in Science Education Research

A2 - Yates, Nathan L.

PB - Nova Science Publishers, Inc.

CY - New York

ER -