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Special Education in Science :
The Relative Benefits of Constructed vs. Instructed
Knowledge
Margo MastropieriTom Scruggs
George Mason University
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
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)
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
Approaches to Science Constructivist: concrete experiences, depth of learning,performance assessment
Content-driven: efficient and direct, vocabulary and factual learning, independent text study.
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
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)
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)
Effects of Text Structure Analysis
05
1015202530354045
# correct
Immediate Transfer Delayed
Condition
Text StructurePara. RestateTraditional
Science Learning and Mental Retardation
Attention Semantic memory Logical reasoning Outerdirectedness
Hands-on vs. Textbook: Self Contained Classes
789
101112131415
# Correct
Immediate Delayed
Test
Hands-onTextbook
Enthusiastic Science Teaching
20
30
40
50
60
70
80
%
Achievement On-task
Enthusiastic Unenthusisatic
Activities versus Text-basedScience
Ecosystem Unit 4th grade classes Textbook adopted by district STC Ecosystems unit Inclusive classes with adaptations
Textbook vs Activities Science
10
12
14
16
18
20
22
24
Multiple Choice Performance
TextbookActivitiesSpecial Ed
10
60
110
160
210
260
310
Number of words
TextbookActivitiesSpecial Ed
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.
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.
Results (Sullivan, Mastropieri, & Scruggs, 1993)
0
5
10
15
20
25
30
Immediate Delayed
Coached
Provided
No Exp.
“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?”
“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.
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.
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
Chemistry Test Results
79
1113151719212325
Control Classwide PeerTutoring
LDGeneral Ed
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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