Using Argument-based Science Inquiry to Improve Science Achievement for Students with Disabilities in Inclusive Classrooms-Reference-Cited by-同舟云学术

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Using Argument-based Science Inquiry to Improve Science Achievement for Students with Disabilities in Inclusive Classrooms

Published:2018-12-15 Issue:1 Volume:21 Page:1-14
ISSN:1940-9923
Container-title:Journal of Science Education for Students with Disabilities
language:
Short-container-title:JSESD

Author:

C. Taylor Jonte C. Taylor, ,Tseng Ching-mei,Murillo Angelique,Therrien William,Hand Brian

Publisher

Wallace Center

Cited by 8 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Argumentative Writing for Students With Disabilities in Inclusive Science Classes: A Pilot Study;Reading & Writing Quarterly;2024-08-15

2. The effects of science inquiry on engagement for elementary students with disabilities;School Science and Mathematics;2024-02-19

3. How do Teachers use Inquiry and Advocacy as Curriculum? A Longitudinal Study;Action in Teacher Education;2023-05-10

4. Meta-Analysis on the Effectiveness of Argument-Based Learning on Students’ Conceptual Understanding;2022 13th International Conference on E-Education, E-Business, E-Management, and E-Learning (IC4E);2022-01-14

5. A Systematic Review of Single-Case Research on Science-Teaching Interventions to Students with Intellectual Disability or Autism Spectrum Disorder;Disabilities;2021-09-19

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