Attitude and perception towards Science. Comparing active vs traditional instruction in transition to adulthood students
Despite the great interest in students attitude towards science (ATS) in the scientific community, little is known in the field of special education. This study uses a pre-post-analysis to examine how methodology influences the attitudes of 16 students with intellectual disabilities in the second cy...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2020 |
| País: | España |
| Institución: | Universidad de Castilla-La Mancha |
| Repositorio: | RUIdeRA. Repositorio Institucional de la UCLM |
| OAI Identifier: | oai:ruidera.uclm.es:10578/39881 |
| Acceso en línea: | https://doi.org/10.1080/08856257.2019.1703552 https://www.tandfonline.com/doi/abs/10.1080/08856257.2019.1703552 https://hdl.handle.net/10578/39881 |
| Access Level: | acceso abierto |
| Palabra clave: | Active methodology Attitude towards science Intellectual disability Raditional methodology Special education |
| Sumario: | Despite the great interest in students attitude towards science (ATS) in the scientific community, little is known in the field of special education. This study uses a pre-post-analysis to examine how methodology influences the attitudes of 16 students with intellectual disabilities in the second cycle of Transition to adulthood. Results show a medium initial level of ATS that significantly improved after the intervention. Indepth interviews added that students perception of science is something disconnected and unhelpful for their personal and professional future. This finding has important implications for this type of education, such as an urgent need to change school teaching to a style that is not only more active, but rooted in students daily lives and interests. Steps must be taken to improve their awareness of the real importance that science has in the world and for their lives. |
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