Science Literacy: Using Multimodal STEM Text Sets to Help Students With Disabilities Engage in Argumentation

IF 1.6 4区 教育学 Q2 EDUCATION, SPECIAL
W. Romine, D. van Garderen, W. Folk, A. Lannin, R. Juergensen, C. Smith, H. Abedelnaby, T. Milarsky
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引用次数: 0

Abstract

Today’s students live within a world filled with complexity, uncertainty, and misinformation; thus, educators need to help all learners, including students with learning disabilities, how to comprehend complex information about the natural world and make credible evidence-based claims. Our study is a first step in making this possible. In this investigation, our goal was for students to make a claim, use evidence and content-specific vocabulary, and then use reasoning to link claims with evidence in an argument. These outcomes were assessed using a pre–post design with a scenario-based assessment administered twice before and once after instruction, which used multimodal STEM text sets to fuse science and literacy learning. Data indicate that (a) both students with disabilities and those without disabilities made significant gains in argumentation and (b) the effects of instruction were similar for both groups of students. Gains for students with disabilities suggest the multimodal STEM text sets provided important scaffolding that enabled this group to learn important content in the general education classroom.
科学素养:使用多模态STEM文本集帮助残疾学生进行论证
今天的学生生活在一个充满复杂性、不确定性和错误信息的世界;因此,教育工作者需要帮助所有学习者,包括有学习障碍的学生,如何理解有关自然世界的复杂信息,并提出可信的基于证据的主张。我们的研究是实现这一目标的第一步。在这项调查中,我们的目标是让学生提出一个主张,使用证据和特定内容的词汇,然后在论证中使用推理将主张与证据联系起来。这些结果使用前后设计进行评估,基于场景的评估在教学之前和之后进行两次,使用多模态STEM文本集融合科学和识字学习。数据表明:(a)残疾学生和非残疾学生在论证方面都取得了显著的进步;(b)两组学生的教学效果相似。残疾学生的收益表明,多模态STEM文本集提供了重要的框架,使这一群体能够在通识教育课堂上学习重要内容。
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来源期刊
CiteScore
3.50
自引率
11.10%
发文量
19
期刊介绍: Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.
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