<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Panayiota  Stavroussi</style></author><author><style face="normal" font="default" size="100%">Panagiotis  F. Papalexopoulos</style></author><author><style face="normal" font="default" size="100%">Dionisios  Vavougios</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCIENCE EDUCATION AND STUDENTS WITH INTELLECTUAL DISABILITY: TEACHING APPROACHES AND IMPLICATIONS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">intellectual disability</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching methods</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399917637.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This literature review aims at discussing current educational perspectives in the specific field of science teaching to students with mild to moderate intellectual disability. The present critical approach focuses on the availability and appropriateness of teaching methods and learning strategies that might effectively support science education of students with intellectual disability, given the cognitive characteristics, the learning difficulties and competencies of these students, the particular academic and learning skills associated with the acquisition of science concepts, and finally the perspective of promoting the access of students with intellectual disability in the general educational programs. Discussion of the evidences reveals a complex picture, which suggests further empirical verification of the research findings specifically in regard to the inquiry learning method and its implementation on science teaching to students with intellectual disability. Given the implementation of the appropriate instruction methods and learning strategies, science education and even more inclusive science education with an emphasis on hands-on activities and real life experiences could yield benefits, at least for students with mild to moderate intellectual disability, related to their everyday functioning in the context of functional academic skills acquisition. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">103-112</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Anastasia  Ferentinou</style></author><author><style face="normal" font="default" size="100%">Panagiotis  F. Papalexopoulos</style></author><author><style face="normal" font="default" size="100%">Dionisios  Vavougios</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHING MECHANICS TO STUDENTS WITH LEARNING DISABILI-TIES: A CASE STUDY IN GREECE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">conceptual maps</style></keyword><keyword><style  face="normal" font="default" size="100%">learning disabilities</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching objectives</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1395386885.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">15</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Mechanics is a basic part of Physics and the main subject of the relevant course in the second grade of Greek high school. The educational implications of the studies in the field of teaching mechanics refer to the instruction of essential concepts such as force, pressure and energy. However there are few research studies of teaching mechanics to students with learning disabilities especially in Greece. In this paper we present a case study of teaching mechanics to students with learning disabilities in the second grade of a general Greek high school. The purpose of this study is to examine the implementation and the efficacy of teaching mechanics to students with learning disabilities of the second grade of a Greek high school by using the conceptual mapping. An experimental teaching procedure took place in a physics resource room for students with learning disabilities of the second grade of a general high school by using the conceptual mapping during a sequence of successive instructions for the concept of energy. A control teaching procedure without the use of conceptual maps was realized in the same resource room during the instructions for the concept pressure in order to compare the two teaching procedures. In both phases, experimental and control teaching procedure, tests were administered before and after each in-struction so as to investigate the prior to the instruction knowledge and the learning outcomes after it. The questions of the student with learning disabilities during the instructions were recorded and analysed in order to define his interest in mechanics by using conceptual mapping. The analysis of the collected data yielded several results. The use of conceptual mapping improved the student’s performance on achievement tests and contributed to the accomplishment of the teaching objectives. However the use of the maps was not successful in stimulating the student’s interest for the concept of energy. We also dis-cuss the implications of our findings to teaching practices and future research in the field of teaching physics to students with learning disabilities.
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">78-89</style></section></record></records></xml>