"You Don't Have to Be Sighted to Be a Scientist, Do You?" Issues and Outcomes in Science Education
Document Type
Review Article
Publication Date
1-1-2001
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.
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