Title

Inquiry-based Curriculum for the General High School Science Education Classroom: An Approach for Helping Fully Engage and Increase the Success Rate of Students with an Individual Education Plan

Date

5-26-2016 5:00 PM

End Time

26-5-2016 6:00 PM

Location

ED 217

Department

Teacher Education

Session Chair

Alicia Wenzel

Session Chair

Melanie Landon-Hayes

Session Title

Teacher Education Presentations

Faculty Sponsor(s)

Alicia Wenzel

Abstract

The following curriculum project was designed to bring a more inquiry-based Biology curriculum to the general education classroom. The curriculum is built around the Next Generation Science Standards. The curriculum includes educational strategies to increase the engagement of students who have an IEP, which will help increase their success in science. Another important aspect of this project is to show proper techniques to utilize inquiry-based learning, which can reduce comprehension when implemented incorrectly. This project is unique in that inquiry-based learning has not fully been established correctly in some science classrooms. Most research indicates that many of the secondary science teachers use inquiry-based learning incorrectly. The hope of this project is to highlight benefits of proper use of inquiry-based learning for students with IEPs. Additionally, this project provides general education teachers with a model for using inquiry-based learning in a science classroom and an explanation as to how inquiry-based engagement of their IEP students can help students achieve greater success in the mainstream classrooms.

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May 26th, 5:00 PM May 26th, 6:00 PM

Inquiry-based Curriculum for the General High School Science Education Classroom: An Approach for Helping Fully Engage and Increase the Success Rate of Students with an Individual Education Plan

ED 217

The following curriculum project was designed to bring a more inquiry-based Biology curriculum to the general education classroom. The curriculum is built around the Next Generation Science Standards. The curriculum includes educational strategies to increase the engagement of students who have an IEP, which will help increase their success in science. Another important aspect of this project is to show proper techniques to utilize inquiry-based learning, which can reduce comprehension when implemented incorrectly. This project is unique in that inquiry-based learning has not fully been established correctly in some science classrooms. Most research indicates that many of the secondary science teachers use inquiry-based learning incorrectly. The hope of this project is to highlight benefits of proper use of inquiry-based learning for students with IEPs. Additionally, this project provides general education teachers with a model for using inquiry-based learning in a science classroom and an explanation as to how inquiry-based engagement of their IEP students can help students achieve greater success in the mainstream classrooms.