Teaching the History of Science to Students with Learning Disabilities

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Catherine E. Matthews, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: The purpose of this article is to present a lesson template designed to engage students in a specific science event from the past in a manner that relates to the students' lives and experiences. Making activities relevant to students aids in retention of science knowledge and helps promote active participation in the activity. This student-focused approach is characterized by fast-paced, student-centered, highly motivating activities that promote cognitive and affective growth. It demonstrates that instruction anchored in real-life situations promotes higher-level thinking and the development of reasoning skills (Meese, 2001). Such activities empower students with learning disabilities to achieve at a high level in science and other content area courses (Phillips, Fuchs, Fuchs, & Hamlet, 1996). Similar activities have been found to increase comprehension among students with mild cognitive and intellectual disabilities (Mastropieri & Scruggs, 2000). In addition, the guided questioning format assists them in developing inquiry skills that lay the foundation for future inquiry and can be applied throughout the curriculum. In addition to students with learning disabilities, this activity is also appropriate for students with attention-deficit/hyperactivity disorder (ADHD), allowing them to focus on class work while actively moving about the classroom engaged in the role-play (Williams & Hounshell, 1998).

Additional Information

Intervention in School and Clinic, 37 (5), 298 - 303
Language: English
Date: 2002
History of science, Instructional techniques, Students with learning disabilities

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