Conceptual Understandings of Seasonal Change by Middle School Students with Visual Impairments

The purpose of this study was to understand and describe the misconceptions of students with visual impairments about seasonal change. Students who participated in traditional instruction exhibited alternative conceptions before and after instruction, whereas those who participated in inquiry-based...

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Veröffentlicht in:	Journal of visual impairment & blindness 2010-02, Vol.104 (2), p.107-118
Hauptverfasser:	Wild, Tiffany A., Trundle, Kathy Cabe
Format:	Artikel
Sprache:	eng
Schlagworte:	Active Learning Behavior Blindness Comparative Analysis Control Groups Conventional Instruction Disabled students Educational aspects Educational Research Inquiry Intermode Differences Junior high school students Large Type Materials Literacy Matched Groups Methods Middle School Students Misconceptions People with disabilities Pretests Posttests Residential Schools Science Curriculum Science education Science Teachers Sciences education Scientific Concepts Special education Standardized Tests Teaching Teaching Methods United States United States (Midwest) United States (Southeast) Visual impairment Visual Impairments Weather
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Beschreibung
Zusammenfassung:	The purpose of this study was to understand and describe the misconceptions of students with visual impairments about seasonal change. Students who participated in traditional instruction exhibited alternative conceptions before and after instruction, whereas those who participated in inquiry-based instruction had alternative conceptions before instruction and scientific understandings after instruction.
ISSN:	0145-482X 1559-1476
DOI:	10.1177/0145482X1010400206