科学素养:使用多模式的STEM文本集来帮助残疾学生参与论证.
W Romine1, D van Garderen2, W Folk2
1Wright State University.
概括
这项研究表明,多模式的STEM文本集有助于所有学生,包括那些有学习障碍的学生,提高科学论证技能. 这些文本有效地为普通教育课堂中残疾学生的学习设置了支架.
科学领域:
- 科学教育科学教育教育.
- 识字指导 识字指导 识字指导
- 论证技巧 论证技巧 论证技巧
背景情况:
- 学生面临复杂的信息和错误信息,需要提高科学理解和基于证据的推理能力.
- 需要有效的策略来支持所有学习者,特别是残疾学生,发展科学论证能力.
研究的目的:
- 研究多式STEM文本对学生构建科学论证的能力的影响.
- 评估多式联络文本是否能提高残疾和无残疾学生的论证技巧.
主要方法:
- 采用了前后设计,在指令之前和之后进行基于场景的评估.
- 教学使用多模式的STEM文本集,将科学内容学习与识字技能相结合.
- 学生的论证是根据声明-证据-推理组件来评估的.
主要成果:
- 无论是残疾还是没有残疾的学生,都在论证技巧方面取得了显著的进步.
- 使用多模式STEM文本集的教学方法对两组学生产生了类似的积极影响.
- 学生残疾人显示显著的收益,表明多式联络文本作为脚手架的有效性.
结论:
- 多模体STEM文本集有效地增强了各种学习者的科学论证.
- 这些文本集提供了关键的支架,使残疾学生能够在一般科学教育中取得成功.
- 通过多模式文本整合识字和科学,支持公平的学习成果.
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