Science: Educational Tools for Diverse Learners

Abstract

This article provides background for school psychologists to use in consulting with teachers about learning problems in science. The emphasis is on (a) the conflicting forces acting on teachers — poor performance, increasing expectations, curriculum reform, and current curricular practices; and (b) how curricular interventions can help solve and even prevent learning problems. The two approaches that have dominated current practice and proposed reforms in science education during the past few decades, process, or activity-based inquiry (nonexplicit) approaches, and traditional, textbook-based, teacher directed approaches, do not align well with the research-based design features of quality science curricula diverse learners need. Considerate, well-designed instruction in the big ideas of science is proposed as an alternative to current practice and proposed reforms. Four important research-based guidelines for designing or selecting science education materials are described.

Additional information

Notes on contributors

Bonnie Grossen

Bonnie Grossen, PhD, is Research Associate at the University of Oregon. She is currently conducting a federally-funded program of research to further investigate critical features of effective science and problem-solving instruction as they affect diverse learners.

Nancy R. Romance

Nancy R. Romance, PhD, is Associate Professor of Science Education at Florida Atlantic University. She holds a doctorate in educational leadership and science education. Her research interests include applications of technology to theory and problems in science teaching.

Michael R. Vitale

Michael R. Vitale, PhD, is Assistant Professor of Instructional Technology and Research at East Carolina University. His research interests include application of artificial intelligence and other technology to problems in instructional design, teacher preparation, and school instruction.