Designing Inclusive Learning Environments in Science Education: A Series of Inquiry-Based Activities for Teaching Floating and Sinking

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Published: Apr 6, 2025
DOI: https://doi.org/10.12681/codiste.7552
Keywords:
Augmented Reality (AR) Universal Design for Learning Floating and Sinking Inclusive Education
Anastasia Oikonomou
University of Western Macedonia
https://orcid.org/0009-0001-5136-0490
Angelos Sofianidis
Abstract

This study presents the design, implementation, and assessment of the learning outcomes of a series of inclusive inquiry-based activities for teaching floating and sinking to first-year students of a Department of Primary Education. The activities were based on Universal Design for Learning (UDL) with the use of Augmented Reality (AR). A total of 74 students participated in the research, and data were collected through questionnaires administered before, during and after the implementation. The analysis using descriptive and non-parametric statistics revealed statistically significant improvements in all questions. The findings indicate that inclusive learning environments respond to the diverse needs of students, leading to positive learning outcomes.

Article Details
  • Section
  • 14th Panhellenic Conference of Didactics in Science Education
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