Using iPads to Teach Inquiry Science to Students with a Moderate to Severe Intellectual Disability: A Pilot Study
Journal of Research in Science Teaching Volume 50, Number 8, ISSN 0022-4308
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.
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.
Cited ByView References & Citations Map
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
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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