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Using iPads to Teach Inquiry Science to Students with a Moderate to Severe Intellectual Disability: A Pilot Study
ARTICLE

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Journal of Research in Science Teaching Volume 50, Number 8, ISSN 0022-4308

Abstract

Multiple illustrative case studies were used to investigate guided inquiry methods and the benefits of traditional science notebooks versus electronic science notebooks for students with moderate to severe intellectual disabilities. Results indicated students successfully acquired science content and increased motivation through science inquiry instruction using both methods. However, each student demonstrated higher motivation, engagement, and independence in inquiry investigation with the use of iPad® electronic notebooks.

Citation

Miller, B.T., Krockover, G.H. & Doughty, T. (2013). Using iPads to Teach Inquiry Science to Students with a Moderate to Severe Intellectual Disability: A Pilot Study. Journal of Research in Science Teaching, 50(8), 887-911. Retrieved October 14, 2019 from .

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