Utilizing Problem-Based Learning Activities in Science with Students with Disabilities

Abstract

Today, science teachers are faced with a challenge: to provide an authentic and engaging science curriculum to an increasingly diverse population of students including students with disabilities. Furthermore, the challenge is compounded when teachers are asked to incorporate the new Common Core Learning Standards into their science curriculum. Because of these challenges science teachers may struggle to provide an authentic and engaging science curriculum and ultimately may find themselves resorting to lectures and “cookie cutter” lab activities. This thesis will offer support through the use of strategies and scaffolds to general and special education teachers who teach or consult in the science classroom. The unit provided within will utilized pre-developed case studies that have been adapted, modified, or enhanced to include supports and scaffolds for students with disabilities. The ultimate goal of this project is to provide a sample unit which incorporates problem-based learning case studies and the use of scaffolds to provide all students with an access to an authentic and engaging science curriculum.