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Uncovering Issues in Science Education for Students with Visual Impairments Through the Examination of Science Identity at a Specialized Residential School for the Blind

Chiu, Ying-Ting
http://orcid.org/0000-0003-3229-1298
http://rave.ohiolink.edu/etdc/view?acc_num=osu1597844001665559

Abstract Details

2020, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
The purpose of this qualitative case study was to describe and interpret the science identity of the middle school students with visual impairments in the specialized residential school for the blind through the SCI framework and further identify issues in science education for students with visual impairments in such a type of school setting. Data were obtained through student interviews, classroom observations, and teacher interviews. Participants included one eighth-grade student and two seventh-grade students who learned science in the same science class as well as their science teacher. The data collection period was about five weeks, during which, the eighth-grade student primarily learned about relative dating and geologic timeline and the two seventh-grade students primarily learned about sound and weather. The theoretical and analytical framework adopted for the study was the SCI framework created by the researcher. In an attempt to theorize science identity, three theories—self-efficacy, cultural niche, and identities-in-practice—were integrated and formed the SCI framework so as to include the three dimensions of identity—personality, interaction, and social structure—to describe and interpret science identity in a holistic manner. Data presented in this study includes three student cases. Each student’s science identity was described and interpreted through the student’s personal judgments as well as his or her performances in the science class. For each student case, a set of identities were derived through the examination of SCI consistency and inconsistency between the student’s personal judgments of his or her own execution of action and performances in science-related activities in the science class. The study uncovered five issues in science education for the middle school students with visual impairments in the specialized residential school for the blind that were derived from the examination of the three students’ SCI identity. Each issue was identified at the school level, the classroom level, the teacher, or the personal level with proposed solutions.
Tiffany Wild (Advisor)
Mollie Blackburn (Committee Member)
Mandy Smith (Committee Member)
205 p.
Education; Science Education; Special Education
science identity; students with visual impairments; Science for All

Recommended Citations

Citations

  • Chiu, Y.-T. (2020). Uncovering Issues in Science Education for Students with Visual Impairments Through the Examination of Science Identity at a Specialized Residential School for the Blind [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1597844001665559

    APA Style (7th edition)

  • Chiu, Ying-Ting. Uncovering Issues in Science Education for Students with Visual Impairments Through the Examination of Science Identity at a Specialized Residential School for the Blind. 2020. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1597844001665559.

    MLA Style (8th edition)

  • Chiu, Ying-Ting. "Uncovering Issues in Science Education for Students with Visual Impairments Through the Examination of Science Identity at a Specialized Residential School for the Blind." Doctoral dissertation, Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1597844001665559

    Chicago Manual of Style (17th edition)

osu1597844001665559
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© 2020, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.