TY - JOUR
T1 - An Outdoor Project-Based Learning Program
T2 - Strategic Support and the Roles of Students with Visual Impairments Interested in STEM
AU - Tsinajinie, Garrison
AU - Kirboyun, Sevgi
AU - Hong, Sunggye
N1 - Funding Information:
The Readiness Academy (Academy), an embedded component of a larger project funded by the National Science Foundation (DRL #1657201), is aimed at developing an outdoor program for students with VI while attempting to address the issue of accessibility and the lack of number of STEM teachers who understand the unique needs of students with VI, by incorporating a unique environment where scientists and candidates of TVIs work together. Most students with VI attend public schools and are served by itinerant TVIs, teachers who travel from school to school to provide educational services to individual students (Ajuwon & Oyinlade, ; Cameto & Nagle, ; Griffin-Shirley, Koenig, Layton & Davidson, ; Spungin & Ferrell, ). Many students with VI who attend general education classes with sighted students also spend time each week in direct service with a TVI. With the support of a TVI, students with VI obtain assistance to access science labs, learn to use science testing equipment, or perform necessary observations. It is essential that STEM teachers, content experts, communicate regularly with the students with VI and their TVIs.
Funding Information:
The Project-Based Learning Opportunities and Exploration of Mentorship for Students with Visual Impairments in STEM (POEM) Project is funded by the National Science Foundation's Innovative Technology Experiences for Students and Teachers (ITEST) program. Award DRL #1657201. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Publisher Copyright:
© 2020, Springer Nature B.V.
PY - 2021/2
Y1 - 2021/2
N2 - A qualitative study was conducted to understand how middle and high school students with visual impairments (VI) engage in Science, Technology, Engineering and Mathematics (STEM). The Readiness Academy, a Project-Based Learning (PBL) intervention, was designed to provide a week-long, immersive, outdoor, and inquiry-based science education program to students with VI. We analyzed 187 photographs, camp associate intern notes, and researcher memos first using emotion coding, followed by process coding to structure initial codes and categories into seven research activities. We used axial coding as a secondary cycle coding method to determine four consistent themes across all research activities: apprenticeship, collaboration, accessibility, and independence. We found that the inclusion of purposeful accessibility, such as assistive technology and multisensory experiences, supported how students with VI engaged in STEM education. The findings reflect how students dynamically fulfilled roles as apprentices, collaborative members, and independent researchers within the program’s context of PBL and outdoor science education.
AB - A qualitative study was conducted to understand how middle and high school students with visual impairments (VI) engage in Science, Technology, Engineering and Mathematics (STEM). The Readiness Academy, a Project-Based Learning (PBL) intervention, was designed to provide a week-long, immersive, outdoor, and inquiry-based science education program to students with VI. We analyzed 187 photographs, camp associate intern notes, and researcher memos first using emotion coding, followed by process coding to structure initial codes and categories into seven research activities. We used axial coding as a secondary cycle coding method to determine four consistent themes across all research activities: apprenticeship, collaboration, accessibility, and independence. We found that the inclusion of purposeful accessibility, such as assistive technology and multisensory experiences, supported how students with VI engaged in STEM education. The findings reflect how students dynamically fulfilled roles as apprentices, collaborative members, and independent researchers within the program’s context of PBL and outdoor science education.
KW - Accessibility
KW - Blind
KW - Inclusive education
KW - Middle and high school science
KW - Project-based learning
KW - Visual impairment
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U2 - 10.1007/s10956-020-09874-0
DO - 10.1007/s10956-020-09874-0
M3 - Article
AN - SCOPUS:85093936074
SN - 1059-0145
VL - 30
SP - 74
EP - 86
JO - Journal of Science Education and Technology
JF - Journal of Science Education and Technology
IS - 1
ER -