Inquiry of the ideas of students with mild intellectual disabilities regarding the three phases of water through digital technology


Πρακτικά Εκτεταμένων Συνόψεων Εργασιών
Published: Sep 29, 2023
Keywords:
digital learning objects augmented reality intellectual disabilities
Georgia Iatraki
Konstantinos Kotsis
Anastasios Mikropoulos
Abstract

International suggestions in acquiring science literacy content call for evidence-based teaching practices that contribute to equal participation and progress of students with Intellectual Disabilities (ID). Digital technology strengthens students’ access in abstract science concepts. The present study identifies and explores, using a single case study, the ideas of six students with ID regarding the three phases of water at a microscopic level. Specifically, the three phases of water were visualized through a digital learning object in baseline and through see-through augmented reality glasses in main intervention respectively. Learning outcomes were positive, but students faced difficulties in comprehending the arrangement of molecules in each state.

Article Details
  • Section
  • 20. TRAINING OF SPECIAL GROUPS IN SCIENCE
Downloads
References
Baragash, R. S., Al-Samarraie, H., Alzahrani, A. I., & Alfarraj, O. (2020). Augmented reality in special education: a meta-analysis of single subject design studies. European Journal of Special Needs Education, 35(3), 382-397. https://doi.org/10.1080/08856257.2019.1703548
Bellou, I., Papachristos, N. M., & Mikropoulos, T. A. (2018). Digital Learning Technologies in Chemistry Education: A Review. Digital Technologies: Sustainable Innovations for Improving Teaching and Learning, 57–80. https://doi.org/10.1007/978-3-319-73417-0_4
Constantinou, C.P., Tsivitanidou, O.E., Rybska, E. (2018). What Is Inquiry-Based Science Teaching and Learning?. In: Tsivitanidou, O., Gray, P., Rybska, E., Louca, L., Constantinou, C. (Eds), Professional Development for Inquiry-Based Science Teaching and Learning. Contributions from Science Education Research, vol 5. Springer, Cham. https://doi.org/10.1007/978-3-319-91406-0_1
Cook, B. G., & Cook, L. (2016). Research designs and special education research: Different designs address different questions. Learning Disabilities Research & Practice, 31(4), 190–198.
Individuals with Disabilities Education Improvement Act (2004), 20 U.S.C. § 1400.
Laugksch, R. C. (2000). Scientific literacy: A conceptual overview. Science Education, 84(1), 71–94.
Mallidis-Malessas, P., Iatraki, G., & Mikropoulos, T. (2021). Teaching Physics to students with Intellectual Disability using Digital Learning Objects: A single subject research. Journal of Special Education and Technology, 37(4).
Mikropoulos, T. A., & Iatraki, G. (2022). Digital technology supports students with disabilities in science education: A literature review. Education and Information Technologies, 28, 3911–3935.
NGSS Lead States (2013). Next Generation Science Standards: For States, By States. The National Academies Press.
Pedaste, M., Mäeots, M., Siiman, L., De Jong, T., Van Riesen, S., Kamp, E., Manoli, C., Zacharia, Ζ. & Tsourlidaki, Ε. (2015). Phases of Inquiry-Based Learning: Definitions and the Inquiry Cycle. Educational Research Review, 14, 47–61.
Topali, P., & Mikropoulos, T. (2019). Digital Learning Objects for teaching computer programming in primary students. In M. Tsitouridou, A. J. Diniz, & T. Mikropoulos (Eds.), Technology and Innovation in Learning, Teaching and Education (pp. 256-266). Basingstoke, UK: Springer Nature Switzerland.
Yacoubian, H. A. (2018). Scientific literacy for democratic decision-making. International Journal of Science Education, 40(3), 308–327. https://doi.org/10.1080/0950069 3. 2017.1420266