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Does Active Engagement in Science In...

ProQuest Information and Learning Co.

Does Active Engagement in Science Increase Time on Task for Students with Severe Disabilities?

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Does Active Engagement in Science Increase Time on Task for Students with Severe Disabilities?/
Author:	Lanza, Kristina.
Description:	1 online resource (66 pages)
Notes:	Source: Masters Abstracts International, Volume: 57-05.
Contained By:	Masters Abstracts International57-05(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355971019

Does Active Engagement in Science Increase Time on Task for Students with Severe Disabilities?
Lanza, Kristina.

Does Active Engagement in Science Increase Time on Task for Students with Severe Disabilities? - 1 online resource (66 pages)

Source: Masters Abstracts International, Volume: 57-05.

Thesis (M.A.)--Hofstra University, 2018.

Includes bibliographical references

There has been limited research related to active engagement in science for students with disabilities, especially with STEM design challenges. Often, it is challenging to engage students during non-preferred tasks such as lessons, but STEM challenges can be a vehicle to promote engagement and time on task. This study analyzed the relationship between hands-on lessons and the attention on-task for students with disabilities. The teacher used research-driven strategies to engage students in a self-contained class in a design challenge related to a science unit. The curriculum was geared towards helping the students learn functional life skills embedded in the science topics such as hygiene and healthy eating. The results of the study display an upward trend in attention to task for students with disabilities while engaged in a STEM unit. The results also show a downward trend in the level of prompting needed for students to accurately complete each KSB.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355971019Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Does Active Engagement in Science Increase Time on Task for Students with Severe Disabilities?
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245 1 0 $a Does Active Engagement in Science Increase Time on Task for Students with Severe Disabilities?
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300 $a 1 online resource (66 pages)
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500 $a Source: Masters Abstracts International, Volume: 57-05.
500 $a Adviser: Amy Catalano.
502 $a Thesis (M.A.)--Hofstra University, 2018.
504 $a Includes bibliographical references
520 $a There has been limited research related to active engagement in science for students with disabilities, especially with STEM design challenges. Often, it is challenging to engage students during non-preferred tasks such as lessons, but STEM challenges can be a vehicle to promote engagement and time on task. This study analyzed the relationship between hands-on lessons and the attention on-task for students with disabilities. The teacher used research-driven strategies to engage students in a self-contained class in a design challenge related to a science unit. The curriculum was geared towards helping the students learn functional life skills embedded in the science topics such as hygiene and healthy eating. The results of the study display an upward trend in attention to task for students with disabilities while engaged in a STEM unit. The results also show a downward trend in the level of prompting needed for students to accurately complete each KSB.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Special education. $3 567627
650 4 $a Science education. $3 1151737
650 4 $a Elementary education. $3 1148439
650 4 $a Disability studies. $3 809395
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690 $a 0529
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10823542 $z click for full text (PQDT)

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