Problem-Based Learning for Students with Learning Disabilities in Science Classrooms
Keywords:
problem-based learning, learning disabilities, science, strategyAbstract
Problem-based learning (PBL) methods are the standard in modern science education and provide hands-on, interactive learning experiences. Additionally, modern education practices encourage the inclusion of students with learning disabilities in general education classrooms. It is therefore important for science educators to understand the benefits of PBL and strategies for making these activities accessible to all students including those with learning disabilities. PBL methods have positive effects on academic achievement, student engagement and attitudes, classroom environments, self-efficacy, and social skills for both students with learning disabilities and general education students in the science classroom. When the proper supports and scaffolding are provided, students with learning disabilities are able to fully benefit from PBL approaches in the science classroom.
References
Abels, S. (2014). Inquiry-based science education and special needs- Teachers reflections on an inclusive setting. Sisyphus Journal of Education 2(2), 124-154.
Abraham, R. R., Fisher, M., Kamath, A., Izzati, T. A., Habila, S. & Atikah, N. N. (2011). Exploring first-year undergraduate medical students’ self-directed learning readiness to physiology. Advances in Physiology Education 35(4), 393–395.
Akino?lu, O., & Tando?an, R.O. (2007). The effects of problem-based active learning in science education on students’ academic achievement, attitude and concept learning. Eurasia Journal of Mathematics, Science & Technology Education 3 (1), 71-81.
Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children 46(2), 26.
Baran, M., & Maskan, A. (2010). The effect of project-based learning on pre-service physics teachers electrostatic achievements. Cypriot Journal of Educational Sciences 5(4), 243–257.
Barron, B. J. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., Bransford, J. D. & The Cognition and Technology Group at Vanderbilt (1998). Doing with understanding: Lessons from research on problem- and project-based learning. The Journal of the Learning Sciences 7(3&4), 271–311.
Bybee, R.W., (2006). Enhancing science teaching and student learning: a BSCS perspective. In Research Conference 2006 (p. 12-20). Colorado Springs, CO: BS.
Chen, R. W., Lam, S. F. & Chan, J. C. (2008). When high achievers and low achievers work in the same group: The roles of group heterogeneity and processes in project-based learning. British Journal of Educational Psychology 78, 205–221.
Chung, H., & Behan, K.J. (2010). Peer sharing facilitates the effect of inquiry-based projects on science learning. The American Biology Teacher, 72(1), 24-29.
Dewey, J. (1938). Experience and Education. A Touchstone Book, Kappa Delta Pi, New York.
Elliott, J.G. (2000). The Psychological Assessment of Children with Learning Difficulties. British Journal of Special Education 27 (2), 59-66.
Filippatou, D., & Kaldi, S. (2010). The effectiveness of project-based learning on pupils with learning difficulties regarding academic performance, group work and motivation. International Journal of Special Education, 25(1), 17-26.
Gallagher, S.A., Stephien, W.J., Sher, B.T. & Workman, D. (1999). Implementing problem-based learning in science classrooms. School Science and Mathematics 95(3), 136-146.
Gillies, R. M., & Ashman, A.F. (2000). The effects of cooperative learning on students with learning difficulties in the lower elementary school. The Journal of Special Education 34(1), 19-27.
Greenwald, N.L. (2000). Learning from problems. The Science Teacher 67(4), 28-32.
Häkkinen, K. (2003). Progressive inquiry in a computer-supported biology class. Journal of Research in Science Teaching 40(10), 1072–1088.
Han, S., Capraro, R., & Capraro, M.M. (2014). How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: the impact of student factors on achievement. International Journal of Science and Mathematics Education 13, 1089-1113.
Hampton, N.Z., & Mason, E. (2003). Learning disabilities, gender, sources of efficacy, self-efficacy beliefs and academic achievement in high school students. Journal of School Psychology 41, 101-112.
Hugerat, M. (2016). How teaching science using project-based learning strategies affects the classroom learning environment. Learning Environment Resources 19, 383-395.
Huysken, K., Olivey, H., McElmurry, K., Gao, M., & Avis, P. (2019). Assessing collaborative, project-based learning models in introductory science courses. Journal of the Scholarship of Teaching and Learning 19 (1), 6-28.
Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004)
Kaldi, S., Filippatou, D. & Govaris, C. (2011). Project-based learning in primary schools: Effects on pupils’ learning and attitudes. Education 39(1), 35–47.
Khaddage, F., Müller, W., & Flintoff, K. (2016). Advancing mobile learning in formal and informal settings via mobile app technology: Where to from here, and how? Journal of Educational Technology & Society 19(3), 16.
Lumpkin, A. (2007). Caring teachers: The key to student learning. Kappa Delta Pi Record 43(4), 158–160.
Matlock, B., Billingsley, F., Lynch, V., Haring, N., & Boer, M. 1991. The collaborative learning process: Peer coaching on special education. U.S. Department of Education (Research Report 143).
Morocco, C.C., Dalton, B., & Tivnan, T. (1990). Interim report: Problem solving in science project. Newton, MA: Education Development Center.
National Research Council. (2000). Inquiry and the National Science Education Standards. Washington D.C.: National Academy Press.
Next Generation Science Standards Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press
OECD. (2006). Assessing Scientific, Reading and Mathematical Literacy. A Framework for PISA 2006. Retrieved from http://www.oecd.org/dataoecd/63/35/37464175.pdf.
Scruggs, T.E., Mastropieri, M.A., Bakken, J.P., & Brigham, F.J. (1993) Reading versus doing: The relative effects of textbook-based and inquiry-oriented approaches to science learning in special education classrooms. The Journal of Special Education 27(1), 1-15.
Slavin, R.E. (1999). Comprehensive approaches to cooperative learning. Theory Into Practice 38(2), 74-79.
Sullivan-Palincsar, A., Magnusson, S. J., Collins, K. M., & Cutter, J. (2001). Making science accessible to all: Results of a design experiment in inclusive classrooms. Learning Disability Quarterly, 24(1), 15-32.
Treagust, D.F. & Peterson, R.F. (1998). Learning to teach primary science through problem based learning. Science Education, 82(2), 215-237.
Wurdinger, S., Haar, J., Hugg, R., & Bezon, J. (2007). A qualitative study using project-based learning in a mainstream middle school. Improving schools, 10(2), 150-161.
Abraham, R. R., Fisher, M., Kamath, A., Izzati, T. A., Habila, S. & Atikah, N. N. (2011). Exploring first-year undergraduate medical students’ self-directed learning readiness to physiology. Advances in Physiology Education 35(4), 393–395.
Akino?lu, O., & Tando?an, R.O. (2007). The effects of problem-based active learning in science education on students’ academic achievement, attitude and concept learning. Eurasia Journal of Mathematics, Science & Technology Education 3 (1), 71-81.
Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children 46(2), 26.
Baran, M., & Maskan, A. (2010). The effect of project-based learning on pre-service physics teachers electrostatic achievements. Cypriot Journal of Educational Sciences 5(4), 243–257.
Barron, B. J. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., Bransford, J. D. & The Cognition and Technology Group at Vanderbilt (1998). Doing with understanding: Lessons from research on problem- and project-based learning. The Journal of the Learning Sciences 7(3&4), 271–311.
Bybee, R.W., (2006). Enhancing science teaching and student learning: a BSCS perspective. In Research Conference 2006 (p. 12-20). Colorado Springs, CO: BS.
Chen, R. W., Lam, S. F. & Chan, J. C. (2008). When high achievers and low achievers work in the same group: The roles of group heterogeneity and processes in project-based learning. British Journal of Educational Psychology 78, 205–221.
Chung, H., & Behan, K.J. (2010). Peer sharing facilitates the effect of inquiry-based projects on science learning. The American Biology Teacher, 72(1), 24-29.
Dewey, J. (1938). Experience and Education. A Touchstone Book, Kappa Delta Pi, New York.
Elliott, J.G. (2000). The Psychological Assessment of Children with Learning Difficulties. British Journal of Special Education 27 (2), 59-66.
Filippatou, D., & Kaldi, S. (2010). The effectiveness of project-based learning on pupils with learning difficulties regarding academic performance, group work and motivation. International Journal of Special Education, 25(1), 17-26.
Gallagher, S.A., Stephien, W.J., Sher, B.T. & Workman, D. (1999). Implementing problem-based learning in science classrooms. School Science and Mathematics 95(3), 136-146.
Gillies, R. M., & Ashman, A.F. (2000). The effects of cooperative learning on students with learning difficulties in the lower elementary school. The Journal of Special Education 34(1), 19-27.
Greenwald, N.L. (2000). Learning from problems. The Science Teacher 67(4), 28-32.
Häkkinen, K. (2003). Progressive inquiry in a computer-supported biology class. Journal of Research in Science Teaching 40(10), 1072–1088.
Han, S., Capraro, R., & Capraro, M.M. (2014). How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: the impact of student factors on achievement. International Journal of Science and Mathematics Education 13, 1089-1113.
Hampton, N.Z., & Mason, E. (2003). Learning disabilities, gender, sources of efficacy, self-efficacy beliefs and academic achievement in high school students. Journal of School Psychology 41, 101-112.
Hugerat, M. (2016). How teaching science using project-based learning strategies affects the classroom learning environment. Learning Environment Resources 19, 383-395.
Huysken, K., Olivey, H., McElmurry, K., Gao, M., & Avis, P. (2019). Assessing collaborative, project-based learning models in introductory science courses. Journal of the Scholarship of Teaching and Learning 19 (1), 6-28.
Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004)
Kaldi, S., Filippatou, D. & Govaris, C. (2011). Project-based learning in primary schools: Effects on pupils’ learning and attitudes. Education 39(1), 35–47.
Khaddage, F., Müller, W., & Flintoff, K. (2016). Advancing mobile learning in formal and informal settings via mobile app technology: Where to from here, and how? Journal of Educational Technology & Society 19(3), 16.
Lumpkin, A. (2007). Caring teachers: The key to student learning. Kappa Delta Pi Record 43(4), 158–160.
Matlock, B., Billingsley, F., Lynch, V., Haring, N., & Boer, M. 1991. The collaborative learning process: Peer coaching on special education. U.S. Department of Education (Research Report 143).
Morocco, C.C., Dalton, B., & Tivnan, T. (1990). Interim report: Problem solving in science project. Newton, MA: Education Development Center.
National Research Council. (2000). Inquiry and the National Science Education Standards. Washington D.C.: National Academy Press.
Next Generation Science Standards Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press
OECD. (2006). Assessing Scientific, Reading and Mathematical Literacy. A Framework for PISA 2006. Retrieved from http://www.oecd.org/dataoecd/63/35/37464175.pdf.
Scruggs, T.E., Mastropieri, M.A., Bakken, J.P., & Brigham, F.J. (1993) Reading versus doing: The relative effects of textbook-based and inquiry-oriented approaches to science learning in special education classrooms. The Journal of Special Education 27(1), 1-15.
Slavin, R.E. (1999). Comprehensive approaches to cooperative learning. Theory Into Practice 38(2), 74-79.
Sullivan-Palincsar, A., Magnusson, S. J., Collins, K. M., & Cutter, J. (2001). Making science accessible to all: Results of a design experiment in inclusive classrooms. Learning Disability Quarterly, 24(1), 15-32.
Treagust, D.F. & Peterson, R.F. (1998). Learning to teach primary science through problem based learning. Science Education, 82(2), 215-237.
Wurdinger, S., Haar, J., Hugg, R., & Bezon, J. (2007). A qualitative study using project-based learning in a mainstream middle school. Improving schools, 10(2), 150-161.
Published
2020-10-16
How to Cite
Meek, H. (2020). Problem-Based Learning for Students with Learning Disabilities in Science Classrooms. Learning to Teach Language Arts, Mathematics, Science, and Social Studies Through Research and Practice, 9(1). Retrieved from https://openjournals.utoledo.edu/index.php/learningtoteach/article/view/402
Issue
Section
Section on Science
