Three Steps to an Inclusive Education: MiC, a Model for Inclusive Chemistry Teaching
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Joachim Kranz [1] ; Rüdiger Tiemann [1]
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[1] Humboldt University of Berlin
Humboldt University of Berlin
Berlin, Stadt, Alemania
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 99, Nº 5, 2022, págs. 1868-1876
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
The acquisition of scientific knowledge through problem solving offers the possibility to consider different requirements for inclusive chemistry lessons. The architecture of the “model for inclusive chemistry teaching” (MiC) is designed in a way that teachers can derive concrete, planning-guiding assistance from it. Following this model, we designed a learning environment “Fire & Flame” with real experiments, an interactive Multitouch Learning Book (a dynamic, web-based platform that allows the instructor to combine, for example, texts, videos, or learning games), and a paper-based workbook. The teaching unit was quantitatively evaluated with 165 students (aged 11–12) from different types of schools. Questionnaires and video recordings were used to assess the perceived fit of the teaching offer with the individual performance of students, supplemented by questionnaires for teachers. We showed that even students with a low interest in natural sciences answered all tasks in the knowledge test at a very high level. The use of the clickables in the Multitouch Learning Book did not differ significantly for the different types of schools. Significant differences emerge for the school types with regard to the other interactive offers: Secondary school students make greater use of the learning and language aids, grammar school students are more interested in the additional offers and information, and primary school students click more on the exercises with gaming character.
