;
Lorem Ipsum Dolor Spring 2016
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and Farrand (2013a) have reported on the positive conceptual changes of
students with visual impairment who experienced an outdoor inquiry-based
geology camp. Each of these studies adds evidence to the supposition that
inquiry-based
science instruction improves the knowledge and skills of
students with disabilities.
This study embraced the new view of inquiry for science education based
upon the eight
scientific and engineering practices. The purpose of this
qualitative study was to understand and describe the ways in which students
with visual impairments engage in an inquiry-based science curriculum. The
following research questions guided the design of the study and the analysis
of the data:
1. How do students with visual impairments participate in an inquiry-based
curriculum?
2. What types of questions do students with visual impairments ask to
guide their projects?
3. What types of modifications do students with visual impairments need
in order to fully participate in inquiry-based curriculums?
4. How do students with visual impairments present their completed
inquiry-based projects?
This paper will report on the first two research questions. Outcomes from
the second two questions will be reported elsewhere.
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