special education in science : the relative benefits of constructed vs. instructed knowledge margo...
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Special Education in Science :
The Relative Benefits of Constructed vs. Instructed
Knowledge
Margo MastropieriTom Scruggs
George Mason University
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Constructed vs. Instructed Learning
Constructed: Learning must be “invented,” “discovered,” or “constructed” by learners (e.g., Piaget, Dewey, Bruner)
Instructed: Information can be directly provided to learners to maximize learning efficiency (e.g., Skinner, Watson, Englemann). See also Locke vs. Descartes; Aristotle vs. Plato
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Effective Instruction Maximized student engagement Direct questioning directly relevant
to objectives High rate of responding Step-by-step instruction Frequent monitoring of learner
progress toward meeting prespecified objectives (House et al., 1978; Rosenshine & Stevens, 1986)
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Research in Science Education Analyses of curriculum features and
learner characteristics Mnemonic strategies Text-processing strategies “Hands-on” approaches Higher level questioning Inquiry learning Classwide wide peer tutoring
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Approaches to Science Constructivist: concrete experiences, depth of learning,performance assessment
Content-driven: efficient and direct, vocabulary and factual learning, independent text study.
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Mnemonic Instruction: The Keyword Method
Ranidae family of common frogs Ranidae “rain” Picture frog in the rain Learner: ranidae rain frog in
the rain frog
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Effectiveness of Mnemonic Instruction in Science(13 experiments, N = 525)
20
30
40
50
60
70
80
Mean % correct
Mnemonic Comparison
Mean ES = 1.59 (SD = .93)
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Text Structure Analysis
Main idea: Central concept with supporting statements (convection)
List: Number of examples of a phenomenon (arthropods)
Order: Number of elements in a fixed order (planets, geologic periods)
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Effects of Text Structure Analysis
05
1015202530354045
# correct
Immediate Transfer Delayed
Condition
Text StructurePara. RestateTraditional
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Science Learning and Mental Retardation
Attention Semantic memory Logical reasoning Outerdirectedness
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Hands-on vs. Textbook: Self Contained Classes
789
101112131415
# Correct
Immediate Delayed
Test
Hands-onTextbook
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Enthusiastic Science Teaching
20
30
40
50
60
70
80
%
Achievement On-task
Enthusiastic Unenthusisatic
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Activities versus Text-basedScience
Ecosystem Unit 4th grade classes Textbook adopted by district STC Ecosystems unit Inclusive classes with adaptations
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Textbook vs Activities Science
10
12
14
16
18
20
22
24
Multiple Choice Performance
TextbookActivitiesSpecial Ed
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10
60
110
160
210
260
310
Number of words
TextbookActivitiesSpecial Ed
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Coached Elaborations: Provided Explanation Condition E: The anteater has long claws on its
front feet, to help it dig for ants. What does the anteater have?
S: Long claws on its front feet. E: The anteater has long claws on its
front feet. Good. And why does it have this?
S: To help it dig for ants. E: To help it dig for ants. Good.
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Coached Elaborations:Coached Elaboration Condition E: The anteater has long claws on its front feet. Why
does it make sense that the anteater has long claws on its front feet?
S: I don't know. E: Well, let's think. What does the anteater eat? S: Ants? E: Ants, good. And where do ants live? S: In holes in the ground. E: In holes in the ground. So why does it make sense
that the anteater has long claws on its front feet? S: Oh. To help it dig for ants. E: To help it dig for ants. Good.
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Results (Sullivan, Mastropieri, & Scruggs, 1993)
0
5
10
15
20
25
30
Immediate Delayed
Coached
Provided
No Exp.
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“Discovery” Learning via Inductive Reasoning
“Looking at these examples of pendulums, can you think of a general rule about pendulum motion?”
“Considering these examples of floating and sinking, can you think of a general rule about buoyancy?”
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“Discovery” Learning: Conclusions
Students with MR are much slower to draw an appropriate inductive inference from observed scientific phenomena.
Students with LD perform more similarly to normally-achieving students.
Students with LD and MR are each less likely to transfer what they have learned to new circumstances.
Deductive thinking activities may be more effective in some cases.
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Variables Associated with Inclusive Science
Education
1. Open, accepting environment.2. Administrative support.3. General effective teaching skills.4. Special education support.5. Peer mediation.6. Appropriate curriculum.7. Disability-specific teaching skills.
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Chemistry 10th Grade Chemistry Study
Students with and without disabilities in inclusive classes
Peer Tutoring Format involving Strategies including mnemonics,
elaborations What else is important? Applications
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Chemistry Test Results
79
1113151719212325
Control Classwide PeerTutoring
LDGeneral Ed
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Conclusions
Teacher effectiveness variables may be most important overall.
Tasks relying on learner insight may be problematic.
Students with disabilities benefit from hands-on science curriculum.
Peer mediation is helpful. Mnemonic strategies and text
processing are useful in promoting recall of verbal material.
Students enjoy hands-on science.
Constructed Instructed
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