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Nature of Science in a Special Education Context: Conceptions and Sense-Making of Preservice Special Education Teachers

Librea-Carden, Mila Rosa Latina, PHD
http://orcid.org/0000-0001-8954-233X
http://rave.ohiolink.edu/etdc/view?acc_num=kent1531142164652274

Abstract Details

2018, PHD, Kent State University, College of Education, Health and Human Services / School of Health Sciences.
Very little research examines the critical intersection between science and special education (SPED), let alone between the nature of science (NOS) and SPED. Thus, this study focused on preservice SPED teachers’ conceptions of NOS, their NOS instructional practices, and their perceptions of the influence of course components on their NOS conceptions. The participants were 18 preservice SPED teachers, majoring in mild to moderate (12) and deaf education (6) in a semester-long social studies and science methods course. A conceptual change framework guided the NOS interventions. Data sources included participants’ pre and post course Views of the Nature of Science-C (VNOS-C) survey responses, lesson plans, observed lessons and interviews. VNOS-C responses were analyzed to categorize participants’ NOS conceptions as informed, transitional or naive for each NOS aspect. Interview responses were used as a member check for VNOS-C responses and analyzed to determine participants’ perceptions as to how the course components influenced their NOS conceptions. Lesson plans and observed lessons were analyzed using NOS Classroom Observation Protocol (NOS-COP) and categorized as high, medium, or low NOS implementation. Results showed participants made substantial conceptual gains in six out of eight NOS aspects. Participants’ lesson plans and observed lessons showed substantive use of inquiry and NOS integration. This is a strong outcome, as participants were non-science majors and were provided only a short period of NOS intervention. The study showed how explicit reflective NOS instruction in a combined social studies and science methods course could be used to improve SPED teachers NOS conceptions and instruction.
Lisa Borgerding, PhD (Advisor)
Bridget Mulvey, PhD (Advisor)
Andrew Wiley, PhD (Committee Member)
234 p.
Science Education; Special Education; Teacher Education
nature of science; special education; methods course;

Recommended Citations

Citations

  • Librea-Carden, PHD, M. R. L. (2018). Nature of Science in a Special Education Context: Conceptions and Sense-Making of Preservice Special Education Teachers [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531142164652274

    APA Style (7th edition)

  • Librea-Carden, PHD, Mila Rosa. Nature of Science in a Special Education Context: Conceptions and Sense-Making of Preservice Special Education Teachers. 2018. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1531142164652274.

    MLA Style (8th edition)

  • Librea-Carden, PHD, Mila Rosa. "Nature of Science in a Special Education Context: Conceptions and Sense-Making of Preservice Special Education Teachers." Doctoral dissertation, Kent State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531142164652274

    Chicago Manual of Style (17th edition)

kent1531142164652274
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© 2018, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.