TY - JOUR
AU1 - Linn, Marcia C.
AU2 - Thier, Herbert D.
AB -  Piaget (1970) in his theory of child development stressed the importance of the continual interaction of the individual with his environment in the development of logical reasoning. Piaget noted that blind children, because of their lack of experience with objects, fall behind sighted children in their development of logical reasoning. He has also demonstrated that young children operate in a concrete mode. One question that has arisen is whether providing additional experiences with objects will foster the logical development of blind children. In this paper we will describe some answers to this question based on our work with an experiential science curriculum for the blind. An educational theory which has recently influenced curriculum development is that of Ausubel (1963). Ausubel has noted that children learn more effectively when new knowledge is presented in such a way that it can be easily related to previous knowledge. Support for this viewpoint which has emerged from trials of the science curriculum are reported in this paper. An experiential science curriculum for sighted children, the Science Curriculum Improvement Study (SCIS), based largely on concrete experiences with objects has been adapted for use by visually impaired children (Thier, 1971; Cooper & Thier, 1974). 
TI - Adapting science material for the blind (ASMB): Expectation for student outcomes
JF - Science Education
DO - 10.1002/sce.3730590215
DA - 1975-04-01
UR - https://www.deepdyve.com/lp/wiley/adapting-science-material-for-the-blind-asmb-expectation-for-student-tnIvKLt7Z9
SP - 237
EP - 246
VL - 59
IS - 2
DP - DeepDyve
ER -