Special Education in Science :

The Relative Benefits of Constructed vs. Instructed

Knowledge

Margo MastropieriTom Scruggs

George Mason University

Constructed vs. Instructed Learning

Constructed: Learning must be “invented,” “discovered,” or “constructed” by learners (e.g., Piaget, Dewey, Bruner)

Instructed: Information can be directly provided to learners to maximize learning efficiency (e.g., Skinner, Watson, Englemann). See also Locke vs. Descartes; Aristotle vs. Plato

Effective Instruction Maximized student engagement Direct questioning directly relevant

to objectives High rate of responding Step-by-step instruction Frequent monitoring of learner

progress toward meeting prespecified objectives (House et al., 1978; Rosenshine & Stevens, 1986)

Research in Science Education Analyses of curriculum features and

learner characteristics Mnemonic strategies Text-processing strategies “Hands-on” approaches Higher level questioning Inquiry learning Classwide wide peer tutoring

Approaches to Science Constructivist: concrete experiences, depth of learning,performance assessment

Content-driven: efficient and direct, vocabulary and factual learning, independent text study.

Mnemonic Instruction: The Keyword Method

Ranidae family of common frogs Ranidae “rain” Picture frog in the rain Learner: ranidae rain frog in

the rain frog

Effectiveness of Mnemonic Instruction in Science(13 experiments, N = 525)

20

30

40

50

60

70

80

Mean % correct

Mnemonic Comparison

Mean ES = 1.59 (SD = .93)

Text Structure Analysis

Main idea: Central concept with supporting statements (convection)

List: Number of examples of a phenomenon (arthropods)

Order: Number of elements in a fixed order (planets, geologic periods)

Effects of Text Structure Analysis

05

1015202530354045

# correct

Immediate Transfer Delayed

Condition

Text StructurePara. RestateTraditional

Science Learning and Mental Retardation

Attention Semantic memory Logical reasoning Outerdirectedness

Hands-on vs. Textbook: Self Contained Classes

789

101112131415

# Correct

Immediate Delayed

Test

Hands-onTextbook

Enthusiastic Science Teaching

20

30

40

50

60

70

80

%

Achievement On-task

Enthusiastic Unenthusisatic

Activities versus Text-basedScience

Ecosystem Unit 4th grade classes Textbook adopted by district STC Ecosystems unit Inclusive classes with adaptations

Textbook vs Activities Science

10

12

14

16

18

20

22

24

Multiple Choice Performance

TextbookActivitiesSpecial Ed

10

60

110

160

210

260

310

Number of words

TextbookActivitiesSpecial Ed

Coached Elaborations: Provided Explanation Condition E: The anteater has long claws on its

front feet, to help it dig for ants. What does the anteater have?

S: Long claws on its front feet. E: The anteater has long claws on its

front feet. Good. And why does it have this?

S: To help it dig for ants. E: To help it dig for ants. Good.

Coached Elaborations:Coached Elaboration Condition E: The anteater has long claws on its front feet. Why

does it make sense that the anteater has long claws on its front feet?

S: I don't know. E: Well, let's think. What does the anteater eat? S: Ants? E: Ants, good. And where do ants live? S: In holes in the ground. E: In holes in the ground. So why does it make sense

that the anteater has long claws on its front feet? S: Oh. To help it dig for ants. E: To help it dig for ants. Good.

Results (Sullivan, Mastropieri, & Scruggs, 1993)

0

5

10

15

20

25

30

Immediate Delayed

Coached

Provided

No Exp.

“Discovery” Learning via Inductive Reasoning

“Looking at these examples of pendulums, can you think of a general rule about pendulum motion?”

“Considering these examples of floating and sinking, can you think of a general rule about buoyancy?”

“Discovery” Learning: Conclusions

Students with MR are much slower to draw an appropriate inductive inference from observed scientific phenomena.

Students with LD perform more similarly to normally-achieving students.

Students with LD and MR are each less likely to transfer what they have learned to new circumstances.

Deductive thinking activities may be more effective in some cases.

Variables Associated with Inclusive Science

Education

1. Open, accepting environment.2. Administrative support.3. General effective teaching skills.4. Special education support.5. Peer mediation.6. Appropriate curriculum.7. Disability-specific teaching skills.

Chemistry 10th Grade Chemistry Study

Students with and without disabilities in inclusive classes

Peer Tutoring Format involving Strategies including mnemonics,

elaborations What else is important? Applications

Chemistry Test Results

79

1113151719212325

Control Classwide PeerTutoring

LDGeneral Ed

Conclusions

Teacher effectiveness variables may be most important overall.

Tasks relying on learner insight may be problematic.

Students with disabilities benefit from hands-on science curriculum.

Peer mediation is helpful. Mnemonic strategies and text

processing are useful in promoting recall of verbal material.

Students enjoy hands-on science.

Constructed Instructed

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