Using iPads to teach inquiry science to students with a moderate to severe intellectual disability: A pilot study

被引：28

作者：

Miller, Bridget T. ^{[1
]}

Krockover, Gerald H. ^{[2
]}

Doughty, Teresa ^{[3
]}

机构：

[1] Univ S Carolina, Dept Instruct & Teacher Educ, Columbia, SC 29208 USA

[2] Purdue Univ, Dept Earth Atmospher & Planetary Sci, W Lafayette, IN 47907 USA

[3] Purdue Univ, Dept Educ Studies, W Lafayette, IN 47907 USA

来源：

JOURNAL OF RESEARCH IN SCIENCE TEACHING | 2013年 / 50卷 / 08期

关键词：

science inquiry; intellectual disabilities; instructional supports; COGNITIVE DISABILITIES; CORE CONTENT; HIGH-SCHOOL; INSTRUCTION; EDUCATION; SYSTEM; STANDARDS; CHILDREN;

D O I：

10.1002/tea.21091

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Multiple illustrative case studies were used to investigate guided inquiry methods and the benefits of traditional science notebooks versus electronic science notebooks for students with moderate to severe intellectual disabilities. Results indicated students successfully acquired science content and increased motivation through science inquiry instruction using both methods. However, each student demonstrated higher motivation, engagement, and independence in inquiry investigation with the use of iPad (R) electronic notebooks. (c) 2013 Wiley Periodicals, Inc. J Res Sci Teach 50: 887-911, 2013

引用

页码：887 / 911

页数：25

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