Content Analysis of Science Education Research in Special Education Journals
Abstract
This study examines the special education studies on science education in the ERIC database. The main facts to be determined in the content analysis conducted in this study are as follows: subject types of special education studies in the field of science education, change of preferred studies according to years, main objectives, research methods, sample sizes, data collection tools, research method, data analysis method, the types of disabilities of the individuals in the samples, the level of education of the participants, the types of techniques used in the analyses. The articles reviewed in the study were searched in ERIC databases. As a result of the search, 87 articles were examined within the scope of science and special education in nineteen journals. Tables and figures were used to make the findings more understandable. According to study results: It has been concluded that both researchers working in the field of special education and researchers working in the field of science education do not want to conduct science education studies with individuals with special needs; the special education studies mainly were conducted in the field of science and technology; the studies were mainly focused to STEM; it was determined that the most studies were done in the field of science education and the least in the field of physics, chemistry, and astronomy; "Quasi-experimental" and "Multiple design" methods were preferred the most among the quantitative research methods.
Full Text:
Download PDFReferences
Aslan, C., & Özkubat, U. (2019). Research trends in the papers presented in national congresses on special education: a content analysis. The Journal of Turkish Social Research, 23(2), 535–534.
Balçın, M. D., & Yıldırım, M. (2021). Evaluation of the STEM Practices: The Science Courses of Inclusive Students. Ankara University Faculty of Educational Sciences Journal of Special Education, 22(2), 1–35. https://doi.org/https://doi.org/https://doi.org/10.1177/0040059916685056
Boyle, J. R. (2010). Strategic note-taking for middle-school students with learning disabilities in science classes. Learning Disability Quarterly, 33(2), 93–109.
Breit-Smith, A., Busch, J. D., Dinnesen, M. S., & Guo, Y. (2017). Interactive book reading with expository science texts in pre-school special education classrooms. Teaching Exceptional Children, 49(3), 185–193.
Brown, R., Brown, J., Reardon, K., & Merrill, C. (2011). Understanding STEM: current perceptions. Technology and Engineering Teacher, 70(6), 5–9.
Çaka, C. (2020). Current trends in research on technology use in special education: a review on postgraduate theses in Turkey. Muğla Sıtkı Koçman Üniversitesi Journal of Education, 7(2), 133–143.
Çalık, M., & Sözbilir, M. (2014). İçerik analizinin parametreleri [Parameters of content analysis]. Education and Science, 39(174), 33–38.
Carnahan, C. R., Williamson, P., Birri, N., Swoboda, C., & Snyder, K. K. (2016). Increasing comprehension of expository science text for students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 31(3), 208–220.
Çelik, P., Sarı, M. M., & Yıldırım Doğru, S. S. (2015). Evaluation of music education activities of children with special needs in Turkey and Europe between 2000-2013. The Journal of International Educational Sciences, 2(2), 10–28.
Cevahir, H., & Özdemir, M. (2015). Mobile learning researches towards individuals with disabilities: A content analysis between 2005 and 2015. Journal of Open and Distance Education, 1(2), 32-40., 1(2), 32–40.
Coşkun, İ., Dündar, Ş., & Parlak, C. (2014). The analysis of the postgraduate thesis written on special education in terms of various criteria in Turkey (2008-2013). Ege Journal of Education, 15(2), 375–396.
Cozendey, S., & Costa, M. D. P. (2016). The audio description as a physics teaching tool. Journal of Research in Special Educational Needs, 16, 1031–2034.
Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Edwards Brothers.
Dukes, C., & Lamar-Dukes, P. (2009). Inclusion by design: Engineering inclusive practices in secondary schools. Teaching Exceptional Children, 41(3), 16–23.
Fisher, L. B., Spooner, F., Algozzine, B., Anderson, K. M., Brosh, C. R., & Robertson, C. E. (2019). Content analysis of evidence-based articles in the journal of special education. The Journal of Special Education, 52(4), 219–227.
Gebbels, S., Evans, S. M., & Murphy, L. A. (2010). Making science special for pupils with learning difficulties. British Journal of Special Education, 37(3), 139–147.
Hedrick, B., Dizen, M., Collins, K., Evans, J., & Grayson, T. (2010). Perceptions of college students with and without disabilities and effects of STEM and non-STEM enrollment on student engagement and institutional involvement. Journal of Postsecondary Education and Disability, 23(2), 129–136.
Karaer, G., & Melekoğlu, M. (2020). Review of studies on teaching science to students with specific learning disabilities. Ankara University Faculty of Educational Sciences Journal of Special Education, 21(4), 789–818.
Kennedy, M. J., Rodgers, W. J., Romg J. E, Mathews, H. M., & Peeples, K. N. (2018). Introducing the content acquisition podcast professional development process: Supporting vocabulary instruction for inclusive middle school science teachers. Teacher Education and Special Education, 41(2), 140–157.
King-Sears, M. E., & Johnson, T. M. (2020). Universal design for learning chemistry instruction for students with and without learning disabilities. Remedial and Special Education, 41(4), 207–218.
Knight, V. F., Creech-Galloway, C. E., Karl, J. M., & Collins, B. C. (2018). Evaluating supported etext to teach science to high school students with moderate intellectual disability. Focus on Autism and Other Developmental Disabilities, 33(4), 227–236.
Kurudayıoğlu M., & Soysal T. (2019). An evaluation of 2018 Turkish course curriculum in terms of 21st century skills. Journal of Ahi Evran University Institute of Social Sciences, 5(2), 497–506. https://doi.org/10.31592/aeusbed.621132
Lee, A. (2020). A forgotten underrepresented group: Students with disabilities’ entrance into STEM fields. International Journal of Disability, Development and Education, 1–18.
Marino, M. T., & Beecher, C. C. (2010). Conceptualizing RTI in 21st-century secondary science classrooms: Video games’ potential to provide tiered support and progress monitoring for students with learning disabilities. Learning Disability Quarterly, 33(4), 299–311.
Martin, J. K., Stumbo, N. J., Martin, L. G., Collins, K. D., Hedrick, B. N., Nordstrom, D., & Peterson, M. (2011). Recruitment of students with disabilities: Exploration of science, technology, engineering, and mathematics. Journal of Postsecondary Education and Disability, 24(4), 285-299.
Mason, L. H., & Hedin, L. R. (2011). Reading science text: Challenges for students with learning disabilities and considerations for teachers. Learning Disabilities Research & Practice, 26(4), 214–222.
McKissick, B. R., Davis, L. L., Spooner, F., Fisher, L. B., & Graves, C. (2018). Using computer-assisted instruction to teach science vocabulary to students with autism spectrum disorder and intellectual disability. Rural Special Education Quarterly, 37(4), 207–218.
Miller, B. (2012). Ensuring meaningful access to the science curriculum for students with significant cognitive disabilities. Teaching Exceptional Children, 44(6), 16–25.
Pirgon, Y., & Babacan, E. (2013). Case study on piano education of visually impaired students. Journal of Selcuk University Institute of Social Sciences, 29, 191–206.
Ralston, M. M., Dally, K. A., & Dempsey, I. (2019). Content analysis of Australian special education research 2005-2015. International Journal of Whole Schooling, 15(1), 82–131.
Rivers, E. (2017). Women, minorities, and persons with disabilities in science and engineering. National Science Foundation.
Sakallı Demirok, M., Baglama, B., & Besgul, M. (2015). A content analysis of the studies in the special education area. Procedia-Social and Behavioral Sciences, 197(2015), 2459–2467.
Sakallı Demirok, S., Besgul, M., & Baglama, B. (2016). A content analysis of the postgraduate thesis written on special education in Turkey based on various variables (2009-2014). Cypriot Journal of Educational Sciences, 11(2), 92–101.
Sancar, I. V., Tozkoparan, S. B., & Odabasi, H. F. (2017). Use of mobile technologies in special education: A content analysis. Journal of Education and Special Education Technology, 3(1), 1–12.
Schreglmann, S. (2016). Content analysis of higher education theses about gifted students in Turkey (2010–2015). Journal of Gifted Education Research, 4(1), 14–26.
Soykan, E., Gemikonaklı, E., & Kanbul, S. (2019). Examination of designed materials in digital environment on concept teaching in special education. International Journal of Disability, Development and Education, 66(5), 541–550.
Sözbilir, M., Gül, Ş., Okçu, B., Yazıcı, F., Kızılaslan, A., Zorluoğlu, S. L., & Atilla, G. (2015). Trends in research papers about teaching science to visually impaired students. Abant İzzet Baysal University Faculty of Education, 15(1), 218–241.
Spooner, F., Knight, V., Browder, D., Jimenez, B., & DiBiase, W. (2011). Evaluating evidence-based practice in teaching science content to students with severe developmental disabilities. Research and Practice for Persons with Severe Disabilities, 36(1–2), 62–75.
Therrien, W. J., Taylor, J. C., Hosp, J. L., Kaldenberg, E. R., & Gorsh, J. (2011). Science instruction for students with learning disabilities: A meta‐analysis. Learning Disabilities Research & Practice, 26(4), 188–223.
Tiryakioğlu, Ö. (2014). Content Analysis of the Articles Published in the Ankara University Special Education Journal within the Years 2004–2013. Procedia-Social and Behavioral Sciences, 143, 1164–1170.
Ünişen, A. & Kaya, E. (2015). An ınvestıgatıon ınto teachers’ vıews on placement of scıence educatıon ın prımary 3rd grade. Adiyaman University Journal of Social Sciences, 20, 546–571. https://doi.org/https://doi.org/10.14520/adyusbd.62061
VanBuskirk, S. E., & Simpson, R. L. (2013). Meteorological variables and behavior of learners with autism: An examination of possible relationships. Focus on Autism and Other Developmental Disabilities, 28(3), 131–137.
Walker, D. W., & Haley-Mize, S. (2012). Content analysis of PhD and EdD dissertations in special education. Teacher Education and Special Education, 35(3), 202–211.
Wilson, G. L., Kim, S. A., & Michaels, C. A. (2013). Factors associated with where secondary students with disabilities are educated and how they are doing. The Journal of Special Education, 47(3), 148–161.
World Health Organization [WHO]. (2020). Disability and Healthy. https://www.who.int/health-topics/disability#tab=tab_1
Wu, Y. P., Chen, M. C., Lo, Y. Y., & Chiang, C. H. (2020). Effects of peer-mediated instruction with AAC on science learning and communitive responses of students with significant cognitive disabilities in Taiwan. Research and Practice for Persons with Severe Disabilities, 45(3), 178–195.
Yıldız, N. G., Melekoglu, M. A., & Paftalı, A. T. (2016). Special Education Research in Turkey. Elementary Education Online, 15(4), 1076–1089.
Yılmaz, E. (2019). Content analysis of master’s and doctoral dissertations on Inclusive education in Turkey. Kastamonu Education Journal, 27(1), 119–127.
DOI: https://doi.org/10.17509/jsl.v5i2.40219
Refbacks
Copyright (c) 2022 Seraceddin Levent Zorluoğlu, Gamze Devecioğlu, Aydın Kızılaslan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jl. Dr. Setiabudhi 229 Bandung 40154, West Java, Indonesia