Argument-based inquiry and students with disabilities: Improving critical thinking skills and science understanding

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

The author will provide an overview of the Science Writing Heuristic (SWH); an argument-based inquiry approach to science instruction. This approach shown promise in improving science scores and critical thinking assessment scores for students with disabilities. The SWH approach incorporates the use of argument and hands-on experiences to increase science achievement by improving critical thinking skills. Instructional components of the SWH approach and data supporting its use for students with disabilities will be presented.

Original languageEnglish (US)
Title of host publication10th International Conference of the Learning Sciences
Subtitle of host publicationThe Future of Learning, ICLS 2012 - Proceedings
Pages503-504
Number of pages2
StatePublished - Dec 1 2012
Event10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Sydney, NSW, Australia
Duration: Jul 2 2012Jul 6 2012

Publication series

Name10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings
Volume2

Other

Other10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012
CountryAustralia
CitySydney, NSW
Period7/2/127/6/12

Fingerprint

disability
Students
science
heuristics
student
instruction
experience

All Science Journal Classification (ASJC) codes

  • Computer Science (miscellaneous)
  • Education

Cite this

Taylor, J. C. (2012). Argument-based inquiry and students with disabilities: Improving critical thinking skills and science understanding. In 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings (pp. 503-504). (10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings; Vol. 2).
Taylor, Jonte Charez. / Argument-based inquiry and students with disabilities : Improving critical thinking skills and science understanding. 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings. 2012. pp. 503-504 (10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings).
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Taylor, JC 2012, Argument-based inquiry and students with disabilities: Improving critical thinking skills and science understanding. in 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings. 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings, vol. 2, pp. 503-504, 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012, Sydney, NSW, Australia, 7/2/12.

Argument-based inquiry and students with disabilities : Improving critical thinking skills and science understanding. / Taylor, Jonte Charez.

10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings. 2012. p. 503-504 (10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings; Vol. 2).

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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Taylor JC. Argument-based inquiry and students with disabilities: Improving critical thinking skills and science understanding. In 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings. 2012. p. 503-504. (10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings).