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

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Published: Apr 17, 2026
DOI: https://doi.org/10.12681/codiste.9790
Keywords:
augmented reality universal design for learning inquiry-based learning floating and sinking inclusive education
Anastasia Oikonomou
University of Western Macedonia
Angelos Sofianidis
University of Western Macedonia
https://orcid.org/0000-0002-1378-9739
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.

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