Science Inquiry and Students with Visual Impairment

Tiffany Wild Ph.D.The Ohio State University

Margilee Hilson, Ph.D.Columbus City Schools

What is Inquiry?QuestionsPriority to evidence Explanations to questions are

formed from evidenceEvaluation of explanations in

light of scientifically–based alternatives

Communication and justification (NRC, 2000, p. 25)

How does inquiry fit learning theory?Theory of constructivism.

Mimics the knowledge acquisition process of scientists

Knowledge is thought to be gained by applying existing knowledge to problems and then confirming or revising beliefs in light of new data.

Research on Inquiry-Based InstructionDocumented rise in test scores, greater

confidence, students likely to learn more, and ability to overcome misconceptions (Geir, Blumenfeld, Max, Krajcik, Fishman, Soloway, and Clay-Chambers, 2008; Brickman, Gormally, Armstron, & Hallar, 2009; Michael, 2006)

Inquiry-based instructional techniques were beneficial for students with disabilities (Lynch, S., Taymans, J., Watson, W., Ochesendorf, R., Pyke, C., & Szesze, M., 2007)

Less behavior problems tend to result from the use of this teaching process (Mastropieri, 2005)

Inquiry-Based Science Instruction and Students with Visual ImpairmentsScience teachers utilized inquiry-based

methodologies in 61.1% of the classrooms which contained visually impaired students (Wild & Paul, 2012)

Survey of 1,088 Science teachers found that◦ 54% felt least prepared to teach students with visual

impairments of all disability groups◦ 66% felt unprepared in using Assistive Technology in

the classroom◦ 29% felt concerned about safety in the science

classroom◦ 80% felt that mandatory training should take place to

teach students with disabilities (Kahn & Lewis, 2013)

Inquiry-Based Curriculum Research and Students with Visual Impairments Inquiry-based instructional techniques have been

reported for teaching the concepts of scale, environmental science, seasonal change, space, sound and geoscience to students with visual impairment (Jones, Taylor, & Broadwell, 2008; Rule, 2011; Wild & Trundle, 2010a; 2010b; Wild, Hobson, & Hilson 2012; Wild, Hilson, & Farrand, in review).

Inquiry-Based instruction has been beneficial for students with visual impairments in overcoming scientific misconceptions ◦ Students have many misconceptions that are different

from their sighted peer Wild & Trundle, 2010a; 2010b; Wild, Hobson, & Hilson 2012; Wild, Hilson, & Farrand, in review)

Students’ with VI Conceptual Understanding of SoundWeek long summer campParticipants: aged 8-11 years-old,

n=15Integration of braille reading and

writingInquiry opportunities for learning

about soundResults: all students developed some

scientifically accurate concepts of sound

Students’ with VI Conceptual Understanding of GeoscienceWeek long summer campParticipants: 13-18 years old n=16Incorporated field-based experiences

and experts in geologyInquiry also included lab work and Results: increased scientific responses

held simultaneously with misconceptions

Seasonal change

Conservation- turkeys!

Science Inquiry and Students with VIWeek long summer campParticipants: aged 8-18, n=22Student initiated inquiry projectsIncluded all 8 science & engineering

practicesResults: students demonstrated

capacity to ask questions, collect data and create explanations from evidence

Role of the Teacher in Inquiry-Based InstructionTeachers are facilitators

Ask productive questions to help students develop testable questions

Structure the environment in order to help students obtain and focus on evidence

Provide supplies and resources Make connections between

observed student evidence and scientific theory

Ensure that students communicate learning

Format of an inquiry lesson5 E model

Adaptive toolsAudio-enabled scalesRaised texture measurement

tools

Explore with magnets

Do magnets work through:Cardboard?Paper?Plastic?Water?Hands?Make a prediction,

test it and record the results

Next Generation Science Standards

Next Generation Science Standards (NGSS)PurposeTo provide science education for all

students K–12 that prepares them for college and careers

To increase scientific and technological literacy enabling students to become informed citizens in a democracy and knowledgeable consumers

NGSS PartnersNational Research CouncilNational Science Teachers

AssociationAmerican Association for the

Advancement of ScienceAchieve

NGSS ComponentsScience and Engineering

PracticesCrosscutting ConceptsCore ideas

◦Physical Science◦Life Science◦Earth and Space Science◦Engineering, Technology, and

Applications of Science

Science and Engineering Practices1. Asking questions and defining

problems2. Developing and using models3. Planning and carrying out

investigations4. Analyzing and interpreting data

Science and Engineering Practices5. Using mathematics and

computational thinking6. Constructing explanations and

designing solutions7. Engaging in written and oral

argument from evidence8. Obtaining, evaluating, and

communicating information

Crosscutting ConceptsPatternsCause and effectScale, proportion, and quantitySystems and systems modelsEnergy and matter in systemsStructure and functionStability and change of systemsInterdependence of science,

engineering, and technology

Key Shifts in InstructionTeaching through expanded inquiry

model◦8 practices

Inclusion of engineering and technology concepts

Fewer topics-greater integration among science domains

Integration of literacy and mathematics Connections to real-world problemsReadiness for college and career

Adoption TimelineUnder reviewExpected release early 2013Assessments are not yet

constructed

Testing within the NGSSReview what testing is like with

NECAP◦Interpretation of science

experiments based upon drawings and descriptions

◦http://education.vermont.gov/documents/EDU-NECAP_2012_Grade_8_Science_Released_Items.pdf

Performance-Based Portion of the AssessmentsGiven a bag of materialsTold to perform and activityObserve what is happeningDiagram and label what is happeningRecord the resultsMake conclusions based upon resultsDecide on the next steps for possible

experimentationhttp://education.vermont.gov/docum

ents/EDU-NECAP_2012_Grade_4_Science_Task_Booklet.pdf

NGSS ResourceNational Research Council

(2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. The National Academy Press. http://www.nap.edu/catalog.php?record_id=13165

Next Generation Science Standards http://www.nextgenscience.org/

Common Core State Standards

Common Core State Standards

PurposeTo guide K-12 instruction to

ensure that every student is college and career ready following high school graduation

Who is involved in Common Core?

New Standards ComparisonCommon Core Curriculum StandardsEnglish Language Arts

Reading Writing Speaking & Listening Language Literacy in Science,

Social Studies and Technical Subjects

Mathematics 8 practices

Next Generation Science StandardsScience and

Engineering practices

Cross-cutting concepts

Core Ideas

Commonalities: NGSS and Common Core Instruction

Rigorous preparation for college and career

Fewer topics, more depthIntegration across content areasConstructivist teaching methodsEmphasis on students explaining and

justifying thinkingEmphasis on student collaborationEmphasis on real-world connections

Key Shifts in ELA/LiteracyLiteracy-building as a shared responsibility

for all content area teachers Emphasis on teaching reading of

informational text Emphasis on steadily increasing students'

ability to understand more and more complex text over time

Integration of research skills across standards and grades

Emphasis on writing to argue, inform, and explain in the upper grades to prepare students for college-level writing

Key Shifts in MathematicsFewer topics; more generalizing and linking of

concepts ◦ Well-aligned with the way high-achieving countries

teach math Emphasis on both conceptual understanding and

procedural fluency starting in the early grades ◦ More time to teach and reinforce core concepts from K-

12 ◦ Some concepts will now be taught later

Focus on mastery of complex concepts in higher math (e.g., algebra and geometry) via hands-on learning

Emphasis on mathematical modeling in the upper grades

Common Core Resourceshttp://www.corestandards.org/

Common Core AssessmentsPARCC Partnership for

Assessment of Readiness for College and Careers http://www.parcconline.org/parcc-assessment-design

SBAC Smarter Balanced Assessment Consortium http://www.smarterbalanced.org/smarter-balanced-assessments/item-writing-and-review/

Who has PARCC?

Who has SBAC?

Assessment formats

All assessments will be delivered online via computer.

Include a mix of constructed response items, performance-based tasks, and computer-enhanced items.

A combination of automated scoring and human scoring will be employed.

AccessibilityTwo consortiums received grants

for the development of assessments accessible to all students

National Center and State Collaborative

http://www.ncscpartners.org/Dynamic Learning Mapshttp://dynamiclearningmaps.org/

National Center and State Collaborative24 states involvedGoal: to build alternate

assessments based upon alternate achievement standards for students with disabilities

To support all students in increasingly higher academic achievement in preparation for post high school options

Assessments will be released 2015

Accessibility Issues with TestingAccording to the NECAP Accommodation

Handbook the following can be used by a student with a visual impairment ◦ Can use an abacus◦ Ability to use a scribe

Provides Resources ◦ APH◦ National Agenda

Source: http://education.vermont.gov/new/pdfdoc/pgm_assessment/necap/educ_necap_accommodations_guide.pdf

Contact

Tiffany A. Wildwild.13@osu.edu

Margilee P. Hilsonmhilson1225@columbus.k12.oh.us