‘Science is accessible for everyone’
Preservice special education teachers’ nature of science perceptions and instructional practices
Bibliographic Data
| ID | 21589652 |
|---|---|
| Authors | Mila Rosa Librea‐Carden (0000-0001-8954-233X, Kent State University, corresponding author), Bridget K Mulvey (0000-0002-7951-8229, Kent State University), Lisa A Borgerding (0000-0001-8197-5237, Kent State University), Andrew Wiley (0000-0003-1092-7267, Kent State University), Tanzimul Ferdous (0000-0003-4091-2293, Kent State University) |
| Year | 2021 |
| Volume | 43 |
| Issue | 6 |
| Pages | 949-968 |
| Publication date | 2021-04-13 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2021.1893857 |
| OpenAlex | W3137210382 |
| Language | EN |
| Citations received | 3 |
| References cited | 58 |
Students with special educational needs (SEN) are often left behind in science education, and research largely ignores this population. In particular, very limited research examines the intersection between the nature of science (NOS) and special education (SPED). To address this gap, the study investigated 18 preservice SPED teachers’ NOS plans and instructions in a methods course, as well as their perceptions of the role of NOS and its relevance to SEN. The data sources included written reflections, interviews, lesson plans and microteaching during class. Most preservice teachers planned and implemented NOS lessons within inquiry within the class, although NOS was not required. This finding represents a strong outcome as participants were non-science majors and were provided only a short period of NOS intervention. Importantly, the preservice SPED teachers considered NOS to be relevant to SEN, considering students’ unique ideas and different ways of thinking. This provided initial evidence that preservice SPED teachers may view teaching NOS as a way to highlight students’ differences in ideas/perspectives, supporting their contributions to science. Future research will investigate the NOS learning outcomes of SEN
Mathematics education · Microteaching · Pedagogy · Perception · Population · Science education · Sociology · Teacher education · Computer Science · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy · Teacher Education and Leadership Studies
Nature of Science, Scientific Inquiry, and Socio-Scientific Issues Arising from Genetics
Learners’ Responses to the Demands of Conceptual Change
The Participation of People with Disabilities in the Workplace Across the Employment Cycle
The “general aspects” conceptualization as a pragmatic and effective means to introducing students to nature of science
Whiteness as Property in Science Teacher Education
Students' and teachers' conceptions of the nature of science
Views of nature of science questionnaire
Null
Over-Identification of Students of Color in Special Education
Science and Social Studies for Students With Disabilities
Finding Voice and Passion
| Citations per year | 1 |
|---|---|
| Citation span | 2023 - 2024 (2) |
| Highly cited | No |