Onderzoekend leren bij kinderen met een verstandelijke beperking

Kolk, M.A.G van der (2017) Onderzoekend leren bij kinderen met een verstandelijke beperking.

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Abstract:This study examined the effectiveness of inquiry-based learning in primary schools. The aim of the study was to find out whether children with a mild intellectual disability are able to learn by inquiry when they receive additional support, what kind of support is most effective, and how the support affects children’s self-efficacy and mood. The study was conducted with 66 pupils in mainstream and special education. Some of these children had (mild) mental retardation (IQ below 85); the others had an average intelligence (IQ of 85 or higher). Children were assigned to one of three research conditions, namely: the structured inquiry learning condition (n = 22), the unstructured inquiry learning condition (n = 21) and direct instruction condition (n = 23). Children in the structured inquiry learning condition received a worksheet that described every step in the inquiry process in detail. In the unstructured inquiry learning condition, the children were asked to answer three research questions without additional support, whereas children in the direct instruction condition watched a video in which a role model explained the children in a step by step approach what to do. The pre- and posttests were similar for all children, including the knowledge and self efficacy tests. Before, during and after the examination the mood of the children was measured. Results showed that the knowledge of children with a mild intellectual disability was significantly higher in the direct instruction condition compared to the unstructured inquiring learning condition. There were no significant differences between the learning outcomes of children with mild intellectual disabilities and children with average intelligence. The self efficacy of children with mild intellectual disability was higher in every condition at the posttest. However, the differences between the conditions were not significant.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:70 social sciences in general, 77 psychology, 80 pedagogy, 81 education, teaching
Programme:Psychology MSc (66604)
Link to this item:http://purl.utwente.nl/essays/71707
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