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

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Does Active Engagement in Science Increase Time on Task for Students with Severe Disabilities?/
作者:	Lanza, Kristina.
面頁冊數:	1 online resource (66 pages)
附註:	Source: Masters Abstracts International, Volume: 57-05.
Contained By:	Masters Abstracts International57-05(E).
標題:	Education. -
電子資源:	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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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.
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