Science teaching best practices published in the literature through the lens of universal design for learning

Πρακτικά Εκτεταμένων Συνόψεων Εργασιών
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Published: Sep 27, 2023
DOI: https://doi.org/10.12681/codiste.5381
Keywords:
Physics teaching Universal Design For Learning Secondary Education
Antigoni Petropoulou
University of Western Macedonia
Nayia Stylianidou
Frederick University
Angelos Sofianidis
University of Western Macedonia
https://orcid.org/0000-0002-1378-9739
Abstract

This study presents whether the best practices in Physics teaching published as application articles in an international peer-reviewed scientific journal that focuses on best practices, meet the general demand and need for more inclusive practices in teaching and learning. For this purpose, 19 published articles in the journal Physics Teacher concerning instructional designs and proposals for teaching Physics in Secondary Education were analysed through the lens of Universal Design for Learning (UDL). The results highlight the strengths and weaknesses of these practices, which in turn reveal the need for more inclusive practices in the teaching and learning of Physics in Secondary Education as well as the need to place greater emphasis on the use of inclusive design frameworks, such as UDL, to design more inclusive learning environments in Science.

Article Details
  • Section
  • 20. TRAINING OF SPECIAL GROUPS IN SCIENCE
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References
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