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