"You Don't Have to Be Sighted to Be a Scientist, Do You?" Issues and Outcomes in Science Education

Authors

Elizabeth Erwin, Montclair State UniversityFollow
T. S. Perkins, City University of New York
J. Ayala, City University of New York
M. Fine, City University of New York
E. Rubin, City University of New York

Document Type

Review Article

Publication Date

1-1-2001

Journal / Book Title

Journal of Visual Impairment & Blindness

Abstract

This qualitative study explored the issues and outcomes associated with implementing Playtime Is Science for Students with Disabilities, a curriculum and materials that were modified for students who were visually impaired. It found several student-related outcomes, such as persistence, positive peer-related skills, risk taking, and making meaningful connections about the world, and themes regarding implementation of the curriculum, such as teachers' interest level, issues associated with power, and how teachers supported students' learning.

DOI

10.1177/0145482X0109500603

MSU Digital Commons Citation

Erwin, Elizabeth; Perkins, T. S.; Ayala, J.; Fine, M.; and Rubin, E., ""You Don't Have to Be Sighted to Be a Scientist, Do You?" Issues and Outcomes in Science Education" (2001). Department of Teaching and Learning Scholarship and Creative Works. 168.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/168