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|Title:||Argument-based Inquiry and Students with Disabilities: Improving Critical Thinking Skills and Science Understanding|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Taylor, J., Therrien, W., & Hand, B. (2012). Argument-based Inquiry and Students with Disabilities: Improving Critical Thinking Skills and Science Understanding. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 503-504). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.|
|Abstract:||The author will provide an overview of the Science Writing Heuristic (SWH); an argument-based inquiry approach to science instruction. This approach shown promise in improving science scores and critical thinking assessment scores for students with disabilities. The SWH approach incorporates the use of argument and hands-on experiences to increase science achievement by improving critical thinking skills. Instructional components of the SWH approach and data supporting its use for students with disabilities will be presented.|
|Appears in Collections:||ICLS 2012|
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