Journal of Research in Science, Mathematics and Technology Education

Constructivism in the Shade of Racial, Ethnic, and Special Needs Diversity Students

George Kaliampos 1 *
1 University of Patras* Corresponding Author
Download PDF
Journal of Research in Science, Mathematics and Technology Education, Volume 4, Issue 2, May 2021, pp. 93-105
OPEN ACCESS VIEWS: 1307 DOWNLOADS: 1250 Publication date: 15 May 2021
ABSTRACT
The last decades the population of learners has dramatically changed in the majority of western societies. Students with diverse ethnic and racial backgrounds as well as students that fall into the scope of special education needs have enrolled in schooling without being able to perform competitively in science compared to the mainstream students. A prominent reason, among others, lies on the fact that the cultural origins of these pupils are often not taken into account into the teaching process. It seems that these children are taught science in school without any consideration, from both their teachers and the curriculum, about their diversity background and their unique life experiences that have inevitably affected their way of viewing the natural world around them. The present paper aspires to shed light on this issue and act as a call for science education pioneers to expand constructivism theory in order to address student diversity in science classroom.
KEYWORDS
Diversity students, Science education, Special needs.
CITATION (APA)
Kaliampos, G. (2021). Constructivism in the Shade of Racial, Ethnic, and Special Needs Diversity Students. Journal of Research in Science, Mathematics and Technology Education, 4(2), 93-105. https://doi.org/10.31756/jrsmte.423
REFERENCES
  1. Aydeniz, M., Cihak, D., Graham, S., & Retinger, L. (2012). Using inquiry-based instruction for teaching science to students with learning disabilities. International Journal of Special Education, 27(2), 189-206.
  2. Azam, S. (2020). Addressing student diversity in science classroom: Exploring topic-specific personal pedagogical content knowledge of high school teachers. Journal of Research in Science, Mathematics and technology Education, 3(3), 141-163.
  3. Baquete, A., Grayson, D., & Mutimucuio, I. (2016). An exploration of indigenous knowledge related to physics concepts held by senior citizens in Chokwe, Mazombique. International Journal of Science Education, 38(1), 1-
  4. 16.
  5. Baron-Cohen, S., Wheelwright, S., Spong, A., Scahill, V., & Lawson, J. (2001). Are intuitive physics and intuitive psychology independent? A test with children with Asperger Syndrome. Journal of Developmental and Learning Disorders, 5, 47-78.
  6. Borgerding, L. A., & Raven, S. (2018). Children's ideas about fossils and foundational concepts related to fossils.
  7. Science Education, 102, 414-439.
  8. Brigham, F., Scruggs, T., & Mastropieri, M. (2011). Science education and students with learning disabilities. Learning Disabilities Research & Practice, 26(4), 223-232.
  9. Carlisle, J., & Chang, V. (1996). Evaluation of academic capabilities in science by students with and without learning disabilities and their teachers. The Journal of Special Education, 30(1), 18-34.
  10. Cawley, J., & Parmar, R. (2001). Literacy proficiency and science for students with learning disabilities. Reading & Writing Quarterly, 17(2), 105-125.
  11. Chia, N. (2011). Teaching Singaporean children with autism spectrum disorders to understand science concepts through Autistic Logic Analysis/Synthesis (ALA/S). Journal of the American Academy of Special Education Professionals, Spring-Summer, 79-89.
  12. Cobern, W. (1996), Constructivism and non-western science education research. International Journal of Science Education, 4(3), 287-302.
  13. Dart, F. (1972). Science and the worldview: Any attempt to provide equal educational opportunities for all must involve us in an effort to reconcile cultural differences whose existence and implications we have largely ignored.
  14. Physics Today, 25(6), 48-54.
  15. Driver, R. (1991). Culture clash: Children and science. New Scientist, 130, 46-48.
  16. Driver, R. (1989). Student’s conceptions and the learning of science. International Journal of Science Education, 11, 481-480.
  17. Driver, R., Guesne, E., & Tiberghien, A. (1985). Children’s ideas in science. Open University Press.
  18. Fragkiadaki, G., Fleer, M., & Ravanis, K. (2021). Understanding the complexity of young children’s learning and development in science: A twofold methodological model building on constructivist and cultural-historical strengths. Learning, Culture and Social Interaction, 28, 1-13.
  19. Gaddy, S., Bakken, J., & Fulk, B. (2008). The effects of teaching text-structure strategies to postsecondary students with learning disabilities to improve their reading comprehension on expository science text passages. Journal of Postsecondary Education and Disability, 20(2), 100-119.
  20. George, J. M., & Glasgow, J. L. (1999). The boundaries between Caribbean beliefs and practices and conventional science. Office of the UNESCO Representative in the Caribbean.
  21. Hart, C. (1998). Doing a literature review. Sage.
  22. Hewson, M., & Hamlyn, D. (1984). The influence of intellectual environment on conceptions of heat. European Journal of Science Education, 6(3), 245-262.
  23. Horsthemke, K. (2004). Indigenous knowledge – conceptions and misconceptions. Journal of Education, 32, 31-48.
  24. Ingle, R., & Turner, A. (1981). Science curricula as cultural misfits. European Journal of Science Education, 3(4), 357-371.
  25. Jaja, J. (2014). Myths in African concept of reality. International Journal of Educational Administration and Policy Studies, 6(2), 9-14.
  26. Kaliampos, G., & Ravanis, K. (2019). Thermal conduction in metals: Mental representations in 5-6 years old children’s thinking. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 8(1), 1-9.
  27. Kaliampos, G., Ravanis, K., & Vavougios, D. (2020). A comparison study of alternative conceptions on impetus theory and projectile motion of adolescents with typical development and high functioning autism spectrum disorder. International Journal of Science Education, 43(1), 128-156.
  28. Kaliampos, G. (2015). A small scale, quantitatively study on exploring alternative conceptions of mechanics in students with autism. Educational Journal of the University of Patras UNESCO Chair, 2(2), 110-119.
  29. Keul, A., Freller, M., Himmelbauer, R., Holzer, B., & Isak, B. (2009). Journal of Lightning Research, 1, 28-35.
  30. Kim, A., Vaughn, S., Wanzek, J., & Wei, S. (2004). Graphic organizers and their effects on the reading comprehension of students with LD: A synthesis of research. Journal of Learning Disabilities, 37, 105-118.
  31. King, D. & Skipper, A. (2006). Understanding local weather and climate using Maori environmental knowledge. Water and Atmosphere, 14(2), 22-23
  32. King, D., Goff, J., & Skipper, A. (2007). Maori environmental knowledge and natural hazards in Aoteaora – New Zealand. Journal of the Royal Society of New Zealand, 37(2), 59-73.
  33. Krajmer, P., Janosikova, D., Spajdel, M., & Ostatnikova, D. (2010). Empathizing, systemizing, intuitive physics and folk psychology in boys with asperger syndrome. Activitas Nervosa Superior Rediviva, 52(1), 57-61.
  34. Lee, O. (2005). Science education and student diversity: Synthesis and research agenda. Journal of Education for Students Placed at Risk, 10(4), 431-440.
  35. Lee, O. (1997). Diversity and equity for Asian American students in science education. Culture and Comparative Studies, 81(1), 107-122.
  36. Maleza, O., & Kalogiannakis, M. (2012). Constructive teaching of Physical Sciences (PH) in the context of parallel support: Case study of a pupil with autism. In Proceedings of the 2nd Greek Conference of Parents' Schools. The family is being trained ... lifelong, Athens, 8-10 November 2012, Youth and Lifelong Learning Foundation (INEDIBIM) -YPDMU. (in Greek)
  37. Mashoko, D. (2014). Indigenous knowledge for plant medicine: inclusion into school science teaching and learning in Zimbabwe. International Journal of English and Education, 3(3), 528-540.
  38. McKinley, E., Waiti, P., & Bell, B. (1992). Language, culture and science education. International Journal of Science Education, 14(5), 579-595.
  39. Moin, L., Magiera, K., & Zigmond, N. (2009). Instructional activities and group work in the US inclusive high school co-taught science class. International Journal of Science and Mathematics Education, 7, 677-697.
  40. Norman, K., Caseau, C., & Stefanich, G. (1998). Teaching students wth disabilities in inclusive science classrooms: Survey results. Science Education, 82, 127-146.
  41. Ogawa, M. (1986). Toward a new rationale of science education in a non-western society. European Journal of Science Education, 8(2), 113-119.
  42. Ogunniyi, M. B. (1998). Adapting western science to traditional African culture. International Journal of Science Education, 10(1), 1-9.
  43. Paganini, C., & Gaido, D. (2013). Perception in autism: an interactive global research between folk psychology and folk physics. Journal of Social Evolutionary and Cultural Psychology, 7(2), 175-195.
  44. Pare, G. & Kitsiou, S. (2017). Handbook of eHealth evaluation: An evidence-based approach. Francis Lau and Craig Kuziemsky
  45. Parmar, R., Deluca, C., & Janczak, T. (1994). Investigations into the relationship between science and language abilities of students with mild disabilities. Remedial and Special Education, 15(2), 117-126.
  46. Patel, F. (1997). Culture in science education. European Journal of Intercultural studies, 8(3), 213-230.
  47. Ravanis, K., & Boilevin, J.-M. (2009). A comparative approach to the representation of light for five-, eight- and tenyear-old children: didactical perspectives. Journal of Baltic Science Education, 8(3), 182-190.
  48. Remountaki, E.-L., Fragkiadaki, G. & Ravanis, K. (2017). The approach of solid in liquid dissolution in early childhood education settings: a socio-cultural approach. European Journal of Education Studies, 3(6), 303-318.
  49. Ross, K., & Clive, R. (1982). Concept profiles and the cultural context. European Journal of Science Education, 4(3), 311-323.
  50. Scruggs, T., & Mastropieri, M. (1994). The construction of scientific knowledge by students with mild disabilities. The Journal of Special Education, 28(3), 307-321.
  51. Snyder, H. (2019). Literature review as a research methodology: an overview and guidelines. Journal of Business Research, 104, 333-339.
  52. Trengove, E. & Jandrell, I. (2011). Strategies for understanding lightning myths and beliefs. IJRRAS, 7(3), 287-294.
  53. Turner, S. (2008). School science and its controversies: Or, whatever happened to scientific literacy. Public Understanding of Science, 17(1), 55-72.
  54. UNESCO (2009). Policy guidelines on inclusion. Paris UNESCO.
  55. Villanueva, M., Taylor, J., Therrien, W., & Hand, B. (2012). Science education for students with special needs. Studies in Science Education, 48(2), 187-215.
  56. Villanueva, M., & Hand, B. (2011). Science for all: Engaging students with special needs in and about science. Learning Disabilities Research & Practice, 26(4), 233-240.
  57. Zuniga, K., Olson, J., & Winter, M. (2005). Science education for rural Latino/a students: Course placement and success in science. Journal of Research in Science Teaching, 42(4), 376-402.
LICENSE
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.