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ERIC Number: EJ1169430
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
ISSN: EISSN-1940-9923
Using an Inquiry-Based Teaching Approach to Improve Science Outcomes for Students with Disabilities: Snapshot and Longitudinal Data
Taylor, Jonte C.; Therrien, William J.; Kaldenberg, Erica; Watt, Sarah; Chanlen, Niphon; Hand, Brian
Journal of Science Education for Students with Disabilities, v15 n1 Article 4 p27-39 Win 2011-2012
Poor science achievement has been an educational issue for a number of years. Students with disabilities have traditionally fared worse. Research suggests that students with disabilities may respond better to instruction using an inquiry-based approach vs. traditional textbook instruction when measuring science achievement on standardized measures. The researchers report achievement data on the Iowa Test of Basic Skills from a target school district for students' Individualized Education Programs (IEP) and non-IEP students, as well as students with IEPs at the state level. Using an argument-based inquiry approach to science instruction called the Science Writing Heuristic (SWH); the researchers report data supporting its impact on student achievement in science. Data suggest that the SWH may contribute to science achievement for students with IEPs.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills
IES Funded: Yes
Grant or Contract Numbers: R305B100005