ERIC Number: EJ1129231
Record Type: Journal
Publication Date: 2017-Mar
Abstractor: As Provided
Self-Directed Learning to Improve Science Content Knowledge for Teachers
van Garderen, Delinda; Hanuscin, Deborah; Thomas, Cathy Newman; Stormont, Melissa; Lee, Eun J.
Intervention in School and Clinic, v52 n4 p236-242 Mar 2017
Students with disabilities often struggle in science and underperform in this important content area when compared to their typical peers. Unfortunately, many special educators have had little preparation to develop science content knowledge or skills in methods for teaching science. Despite their lack of content knowledge, special educators are often solely responsible for teaching science to students with disabilities in resource settings and self-contained classrooms; while in inclusive settings, special educators may be called on to coteach or consult. Given their increased role in teaching this content, special educators may experience anxiety about their own science knowledge. This column provides special educators, via self-directed learning, with information and resources to enhance their science content knowledge and build awareness of students' ideas in science so they can provide high-quality instruction in science for students with disabilities.
Descriptors: Pedagogical Content Knowledge, Science Achievement, Teaching Skills, Science Instruction, Special Education Teachers, Teacher Competencies, Capacity Building, Teaching Guides, Educational Resources, Independent Study, Educational Strategies, Teacher Improvement
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A