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ID 48742
file
creator
Atika, Iva Nandya
subject
secondary school science teachers
inclusive science practices
general education
abstract
Science teachers in general education settings must be ready for the diversity among the students in their science classrooms; nevertheless, science teachers are not yet prepared to handle students with special educational needs. This study used a qualitative method which purposed to explore teachers’ knowledge, responses, and abilities to create inclusive science practices in general education classrooms. Semi-structured interviews contained open-ended questions were conducted to gain the data from nine science teachers including integrated science, physics, biology, and chemistry teachers in Banjarnegara Regency. The participants had to answer all of the questions about the teaching-learning process related to science lessons based on their knowledge and experiences. Data obtained from interviews were analyzed using phenomenology approach with emergent themes from different data sources. The results suggested the secondary school science teachers who participated in interviews conceptualized inclusion only in term of disability, rather than from a position of promoting education for diversity. Besides, the science teachers’ responses toward teaching students who faced barriers to learning and participating in science classrooms were predominantly positive, and they made an effort to support the creation and evolution of an inclusive culture and inclusive science practices for diverse students through group work and peer tutoring approaches. The teachers also can demonstrate their skills and abilities to face the challenges that exist in science learning.
journal title
Journal of International Development and Cooperation
volume
Volume 26
issue
Issue 1-2
start page
109
end page
121
date of issued
2020-03-01
publisher
広島大学大学院国際協力研究科
issn
1341-0903
ncid
language
eng
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
rights
Copyright © 2020 Graduate School for International Development and Cooperation, Hiroshima University. 本紀要の一部・全部を問わず、著作権者(広島大学大学院国際協力研究科)の文章による許諾なし に複写・翻訳することを禁じます。
department
Graduate School for International Development and Cooperation
Graduate School of Education
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