Inquiry-Based Curriculum: Effects on Engagement and Achievement in Middle School Science with Disabled Learners
Date of Graduation
Master of Science in Education in Secondary Education in Biology
Young adolescents with disabilities struggle in understanding science literature, in comprehending science concepts, and in applying new science knowledge when not given the appropriate tools to achieve. Although much research has been done on inquiry-based science lessons and teaching students with disabilities in language and math skills, there is little literature about teaching science to students with disabilities while using an inquiry-based approach. The purpose of this study is to determine if students with disabilities will be more engaged while participating in science inquiry lessons, ultimately improving their science achievement. Students were given three inquiry-based science lessons: active participation was then scored, inquiry indicators were used to rank knowledge gained, answers were tallied on the questionnaire, and answers on a biology assessment are examined to determine if achievement was gained. In this action research study, students with disabilities did demonstrate growth in the explanation of science concepts by improving individual processing skills. Inquiry-based lessons give students with disabilities the structure needed for them to think, discuss, reflect, and revise their thinking before mastery is assessed.
inquiry-based science, seventh grade, students with disabilities, 5E model, action research
Science and Mathematics Education
© Stephanie Dyan Zuccarello
Zuccarello, Stephanie Dyan, "Inquiry-Based Curriculum: Effects on Engagement and Achievement in Middle School Science with Disabled Learners" (2015). MSU Graduate Theses. 1535.