Explicit Instruction and Next Generation Science Standards Aligned Classrooms: A Fit or a Split?

William J. Therrien, Sarah K. Benson, Charles A. Hughes, Jared R. Morris

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

The purpose of this article is to discuss the use of explicit instruction in the curriculum area of science where non-explicit approaches (e.g., discovery learning) are often used. While there has been a relative paucity of research on explicit instruction in science classrooms, we argue that explicit instruction, particularly when it is embedded within an inquiry approach aligned to the Next Generation Science Standards, has the potential to increase achievement in science for students with LD. Based on previous research, we provide potential ways to implement the five core instructional components of explicit instruction in today's inquiry-based science classrooms.

Original languageEnglish (US)
Pages (from-to)149-154
Number of pages6
JournalLearning Disabilities Research and Practice
Volume32
Issue number3
DOIs
Publication statusPublished - Aug 1 2017

    Fingerprint

All Science Journal Classification (ASJC) codes

  • Health(social science)
  • Education
  • Developmental and Educational Psychology

Cite this