We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
One Mode Is Not for All.
- Authors
Jane, Susan; Heise, Britsch; Heise, Kathryn A.
- Abstract
This article discusses how special-needs students communicate science knowledge. According to the authors, their responses tell something about the nature of classroom science experience and the importance of recognizing or accepting the various ways children can communicate science knowledge. The author refers to a student named Danika's science experience focused on natural objects: samples of loam, sand, and clay. She used language and physical gestures to describe each soil type. It is reported that she rolled bits of each soil sample between her lingers, then kneaded fist-sized chunks of soil in her hand as she watched the activity of the other children. She characterized the sand as soft, the loam as kinda bumpy, and the clay as real bumpy. Rather than writing or drawing in her journal, she associated each texture with a soil type using a verbal scale. The author also presents information on a student called Ben who used visual images to explore the states of matter: solid, liquid, and gas. In his class, each pair of children was given an envelope of photographs to sort in two different ways. The children were then asked to show how they had sorted their pictures in their science journals by drawing or writing or both. Ben and his partner sorted the photographs in three groups, beach things, make-up and kitchen things.
- Subjects
LEARNING; SPECIAL needs students; MEANS of communication of people with learning disabilities; SCIENCE; NONVERBAL communication; SIGN language; STUDENTS; VISUAL aids; LANGUAGE &; languages
- Publication
Science & Children, 2006, Vol 43, Issue 4, p26
- ISSN
0036-8148
- Publication type
Article