Using iPads to Teach Inquiry Science to Students with a Moderate to Severe Intellectual Disability: A Pilot Study
ARTICLE
Bridget T. Miller, Gerald H. Krockover, Teresa Doughty
Journal of Research in Science Teaching Volume 50, Number 8, ISSN 0022-4308
Abstract
Multiple illustrative case studies were used to investigate guided inquiry methods and the benefits of traditional science notebooks versus electronic science notebooks for students with moderate to severe intellectual disabilities. Results indicated students successfully acquired science content and increased motivation through science inquiry instruction using both methods. However, each student demonstrated higher motivation, engagement, and independence in inquiry investigation with the use of iPad® electronic notebooks.
Citation
Miller, B.T., Krockover, G.H. & Doughty, T. (2013). Using iPads to Teach Inquiry Science to Students with a Moderate to Severe Intellectual Disability: A Pilot Study. Journal of Research in Science Teaching, 50(8), 887-911. Retrieved March 28, 2024 from https://www.learntechlib.org/p/153907/.
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Enhancing Young Children’s Learning of Science with iPads
Xintian Tu, Miami University, Oxford, OH, United States; Lena Lee, Miami University, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1480–1487
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Comparison of Technology Use Between Biology and Physics Teachers in a 1:1 Laptop Environment
Simon J. Crook, Manjula D. Sharma & Rachel Wilson, University of Sydney, Australia
Contemporary Issues in Technology and Teacher Education Vol. 15, No. 2 (June 2015) pp. 126–160
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