학습장애 및 학습부진학생을 위한 과학교수에 관한 문헌분석

키워드

참고문헌 (79)

1. 강경숙, "장애학생의 교육과정적 통합을 위한 수행평가 수정 실행과정 모색", 특수교육저널:이론과 실천, 7(2), pp.237~263 (2006), 한국특수교육문제연구소
2. 교육인적자원부, "2005년 초등학교 3학년 국가수준 기초학력 진단평가 연구" (2006), 교육인적자원부
3. 김애화, "학습장애학생을 위한 중재연구에 관한 문헌분석", 특수교육저널:이론과 실천, 7(2), pp.265~299 (2006), 한국특수교육문제연구소
4. "김의정, 김애화, 최혜승, 권택환 (2010). 책임 있는 통합교육을 위한 특수교사와 일반교사의 인식: 포커스 그룹 인터뷰 방법을 통하여", ~ (2010)
5. 특수교육실태조사, "노선옥", 국립특수교육원, ~ (2008)
6. 특수교육요구학생 실태조사, "박성우", 국립특수교육원, ~ (2006)
7. Banilower, E., "Effective science instruction. in: What does research tell us?" (2008), Center for Instruction
8. Carlisle, J. F., "Selecting approaches to vocabulary instruction for the reading disabled", Learning Disabilities Research and Practice, 8, pp.97~105 (1993)
9. Carlisle, J. F., "Free recall as a test of reading comprehension", Learning Disabilities Quarterly, 22, pp.11~22 (1999)
10. Cawley, J. F., "An examination of the reading performance of students with mild educational handicaps or learning disabilities", Journal of Learning Disabilities, 23, pp.284~289 (1990)
11. Darch, C., "Visual displays to increase comprehension of high school learning-disabled students", The Journal of Special Education, 20, pp.309~318 (1986)
12. Fuchs, L. S., "General educators’specialized adaptation for students with learning disabilities", Exceptional Children, 61(5), pp.440~459 (1995)
13. Classrooms science interventions via a thematic -approach. Unpublished research paper, "Holahan, G.", State University of New York at Buffalo, ~ (1993)
14. Holahan, G. G., "Elementary school science for students with disabilities", Remedial and Special Education, 15(2), pp.86~93 (1994)
15. "Individuals with Disabilities Education Improvement Act. (IDEA). of 2004, PL 108- 446, 20 U.S.C. 1400 et seq", ~
16. Kim, A., "Graphic organizers and their effects on the reading comprehension of students with LD", Journal of Learning Disabilities, 37(2), pp.105~118 (2004)
17. Mastropieri, M. A, "Science for students with disabilities", Review of Educational Research, 62, pp.377~411 (1992)
18. Mastropieri, M. A., "How effective is inquiry learning for students with mild disabilities?", The Journal of Special Education, 31, pp.199~211 (1997)
19. Mastropieri, M. A., "Science and social studies for students with disabilities", Focus on Exceptional Children, 41(2), pp.1~23 (2008)
20. McIntosh, R., "Observation or students with learning disabilities in general education classrooms", Exceptional Children, 60, pp.249~261 (1993)
21. Interim report: Problem solving in science project, Newton, "Morocco, C. C.", Education Development Center, ~ (1990)
22. Scruggs, T. E., "The construction of scientific knowledge by students with mild disabilities", Journal of Special Education, 28(3), pp.307~332 (1994)
23. Scruggs, T. E., "Science and social studies. in: Handbook of learning disabilities", pp.364~379 (2003), Guilford
24. Scruggs, T. E., "Science for students with disabilities: A review of recent research", Studies in Science Education, 32, pp.21~44 (1998)
25. Scurggs, T. E., "Science and social studies for students with disabilities", Focus on Exceptional Children, 41(2), pp.1~24 (2008)
26. Swanson, H. L., "Intervention for students with learning disabilities: a meta-analysis of treatment outcomes" (1998), Guilford
27. Woodward, J., "Effects of curriculum discourse style on eighth graders’recall and problem solving in earth science", Elementary School Journal, 94(3), pp.299~314 (1994)
28. Zigmond, N., "An Exploration of the Meaning and Practice of Special Education in the Context of Full Inclusion of Students with Learning Disabilities", Journal of Special Education, 29, pp.109~115 (1995)
29. Zigmond, N., "Is the mainstream a more appropriate educational setting for students with learning disabilities: The case of Randy?", Learning Disabilities Research and Practice, 9(2), pp.108~117 (1994)
30. Zigmond, N., "Special education in restructured school: Findings from three multi-year studies", Phi Delta Kappan, 76(3), pp.531~540 (1995)
31. 강호감, "과학학습부진아의 인지양식과 효율적인 교수전략에 관한 연구", 초등과학교육, 14(2), pp.113~134 (1995)
32. 권영숙, "마인드맵을 활용한 과학수업이 학습 장애학생의 과학탐구능력과 과학적 태도 변화에 미치는 효과", 석사, pp.2007
33. 김지영, "협동학습 전략에서 소집단의 구성방법이 중학교 과학과 학습 부진 학생의 학습 태도와 학업 성취도에 미치는 영향", 석사, pp.2007
34. 김진, "실험수업이 과학 학습부진아에게 미치는 효과에 대한 연구", 과학교육연구, 28(1), pp.1~9 (2004)
35. 남상직, "스캐폴딩이 과학 학습 부진 학생의 학업성취도와 학습태도에 미치는 효과: 초등학교 5학년을 중심으로", 석사, pp.2008
36. 이경진, "협동 학습이 과학 학습 부진 학생의 학습 태도와 학업 성취도에 미치는 영향", 경기교육 논총, 15, pp.211~237 (2006)
37. 이민애, "학습부진아 유형별 처치프로그램이 중학생의 과학 성취도와 과학에 대한 태도에 미치는 효과", 한국과학교육학회지, 22(5), pp.750~756 (2002), 한국과학교육학회
38. 이상일, "교수-학습 방법이 과학 학습 부진 학생의 학습 태도와 학업 성취도에 미치는 영향", 석사, pp.2004
39. 임윤희, "적극적 과제해결 프로그램을 적용한 과학수업모형의 효과: 과학 학습부진아의 창의성, 자기존중감, 학업성취도를 중심으로", 박사, pp.2009
40. 조동호, "통합 학급에서 학습장애 학생에 대한 과학 교과의 교수적합화를 통한 과학적 태도 및 탐구력 신장", 석사, pp.2007
41. 조재하, "또래교수가 학업부진아의 과학과 학업성취와 태도에 미치는 영향", 석사, pp.2001
42. 진경숙, "조별학습중심의 과학수업이 통합학급 내 학습장애학생의 과학적 태도 변화에 미치는 효과", 석사, pp.2006
43. Bakken, J. P., "Reading comprehension of expository science materials and students with learning disabilities: A comparison of strategies", Journal of Special Education, 31, pp.300~325 (1997)
44. Bay, M., "Science instruction for the mildly handicapped: Direct instruction versus discovery teaching", Journal of Research in Science Teaching, 29(6), pp.555~570 (1992)
45. Brigham, F. J., "Teacher enthusiasm in learning disabilities classrooms: Effects on learning and behavior", Learning Disabilities Research and Practice, 7(2), pp.68~73 (1992)
46. Bulgren, J. A, "The use and effectiveness of a comparison routine in diverse secondary content classrooms", Journal of educational psychology, 94(2), pp.356~371 (2002)
47. Cawley, J. F., "Including students with disabilities into the general education science classroom", Exceptional Children, 68(4), pp.423~435 (2002)
48. Conley, A. M. M., "Changes in epistemological beliefs in elementary science students", Contemporary Educational Psychology, 29(2), pp.186~204 (2004)
49. Cuevas, P., "Improving science inquiry with elementary students of diverse backgrounds", Journal of Research in Science Teaching, 43(3), pp.337~357 (2005)
50. Dalton, B., "Supported inquiry science: Teaching for conceptual change in urban and suburban science classrooms", Journal of Learning Disabilities, 30(6), pp.670~684 (1997)
51. Darch, C., "Teaching content area material to learning disabled students", Exceptional Children, 53(3), pp.240~246 (1986)
52. Fulk, B. M., "Mnemonic generalization training with learning disabled adolescents", Learning Disabilities Research and Practice, 7(1), pp.2~10 (1992)
53. Griffin, C., "Investigating the effectiveness of graphic organizer instruction on the comprehension and recall of science content by students with learning disabilities", Journal of Reading, Writing, and Learning Disabilities International, 7(4), pp.355~376 (1991)
54. Guastello, E. F., "Concept mapping effects on science content comprehension of low-achieving inner-city seventh graders", Remedial & Special Education, 21(6), pp.356~365 (2000)
55. Horton, S. V., "A comparison of to methods of administering group reading inventories to diverse learners: Computer versus pencil and paper", Remedial and Special Education, 15(6), pp.378~390 (1994)
56. Horton, S. V., "Matching three classifications of secondary students to differential levels of study guides", Journal of Learning Disabilities, 24(9), pp.518~529 (1991)
57. Humphrey, J. H., "The use of motor activity learning in the development of science concepts with slow learning fifth grade children", Journal of Research in Science Teaching, 9(3), pp.261~266 (1972)
58. King-Sears, M. E., "Toward independence with keyword mnemonics: A strategy for science vocabulary instruction", Remedial and Special Education, 13(5), pp.22~33 (1992)
59. Lazarus, B. D., "Guided notes, review, and achievement of secondary students with learning disabilities in mainstream content courses", Education and Treatment of Children, 14(2), pp.112~127 (1991)
60. Lovitt, T., "Adapting science materials for regular and learning disabled seventh graders", Remedial and Special Education, 7(1), pp.31~39 (1986)
61. Mastropieri, M. A., "Teaching abstract vocabulary with the keyword method: Effects on recall and comprehension", Journal of Learning Disabilities, 23(2), pp.92~96 (1990)
62. Mastropieri, M. A., "Promoting thinking skills of students with learning disabilities: Effects on recall and comprehension of expository prose passage", Exceptionality, 6(1), pp.1~11 (1996)
63. Mastropieri, M. A., "Mnemonic strategy instruction with learning disabled adolescents", Journal of Learning Disabilities, 18(2), pp.94~100 (1985)
64. Mastropieri, M. A., "Learning-disabled students’ memory for expository prose: Mnemonic versus nonmnemonic pictures", American Educational Research Journal, 24(4), pp.505~519 (1987)
65. Mastropieri, M. A., "Activities-oriented science instruction for students with disabilities", Learning Disability Quarterly, 22(4), pp.240~249 (1999)
66. Mastropieri, M. A., "A place where living things affect and depend on each other: Qualitative and quantitative outcomes associated with inclusive science teaching", Science Education, 82(2), pp.163~179 (1998)
67. McCarthy. C. B., "Effects of thematic-based, hands-on science teaching versus a textbook approach for students with disabilities", Journal of Research in Science Teaching, 42(3), pp.245~263 (2005)
68. Nelson, J. R., "The effects of teaching a summary skills strategy to students identified as learning disabled on their comprehension of science text", Education and Treatment of Children, 15, pp.228~243 (1992)
69. Palincsar, A. S., "Making science accessible to all: Results of a design experiment in inclusive classrooms", Learning Disability Quarterly, 24(1), pp.15~32 (2001)
70. Scruggs, T. E., "Classroom applications of mnemonic instruction: Acquisition, maintenance, and generalization", Exceptional children, 58(3), pp.219~229 (1991)
71. Scruggs, T. E., "Reading versus doing: The relative effects of textbook-based and inquiry-oriented approaches to science learning in special education classrooms", The Journal of Special Education, 27(1), pp.1~15 (1993)
72. Scruggs, T. E., "Facilitating the acquisition of science facts in learning disabled students", American Educational Research Journal, 22(4), pp.575~586 (1985)
73. Scruggs, T. E., "Increasing content-area learning: A comparison of mnemonic and visual-spatial direct instruction", Learning Disabilities Research, 1(1), pp.18~33 (1985)
74. Scruggs, T. E., "Mnemonic Facilitation of Learning Disabled Students’Memory for Expository Prose", Journal of Educational Psychology, 79(1), pp.27~34 (1987)
75. Sullivan, G. S., "Reasoning and remembering: Coaching students with learning disabilities to think", Journal of Special Education, 29(3), pp.310~322 (1995)
76. Scruggs, T. E., "Promoting relational thinking skills: Elaborative interrogation for mildly handicapped students", Exceptional Children, 60, pp.450~457 (1994)
77. Scruggs, T. E., "Improving reasoning and recall: The differential effects of elaborative interrogation and mnemonic elaboration", Learning Disability Quarterly, 16(3), pp.233~240 (1993)
78. Vadasy, P. F., "Benefits of repeated reading intervention for low-achieving fourth- and fifth-grade students", Remedial and Special Education, 29(4), pp.235~249 (2008)
79. Veit, D. T., "Extended mnemonic instruction with learning disabled students", Journal of Educational Psychology, 78(4), pp.300~308 (1986)

관련 논문AI추천