TY - JOUR
AU1 - Scruggs, Thomas E.
AU2 - Mastropieri, Margo A.
AU3 - Bakken, Jeffrey P.
AU4 - Brigham, Frederick J.
AB - Students with learning disabilities in four special education classrooms studied two science units (magnetism and electricity, and rocks and minerals) via either an activity-based, inquiry-oriented approach or a textbook approach. The investigation was conducted over a 2-week period and employed a counterbalanced, withinsubjects design, in which all students received both treatments. Students performed significantly higher on immediate and delayed unit tests when they had learned by the inquiry-oriented approach, although vocabulary acquisition was limited in both conditions. Additionally, students reported overwhelming preference for activity-based learning over textbook approaches. Implications for special education are discussed.
TI - Reading Versus Doing: The Relative Effects of Textbook-Based and Inquiry-Oriented Approaches to Science Learning in Special Education Classrooms
JF - The Journal of Special Education
DO - 10.1177/002246699302700101
DA - 1993-04-01
UR - https://www.deepdyve.com/lp/sage/reading-versus-doing-the-relative-effects-of-textbook-based-and-RV9MA4gT5f
SP - 1
EP - 15
VL - 27
IS - 1
DP - DeepDyve
ER -