Using science inquiry methods to promote self-determination and problem-solving skills for students with moderate intellectual disability

Bridget T Miller, Purdue University

Abstract

The purpose of this study was to investigate the use of guided science inquiry methods with self-monitoring checklists to support problem-solving for students with moderate cognitive disabilities in both science and functional daily activities. The present study contributes to the literature examining guided inquiry methods as a means for student with a moderate intellectual disability to 1) gain access to the general curriculum standards and 2) build self-determination skills, and expands on the current literature by adding generalization conditions where students apply inquiry problem solving skills to functional daily applications that may benefit them directly in post school settings (Miller, 2012). The study investigates two hypotheses; H1: When provided a self-monitoring checklist, students with a moderate intellectual disability enrolled in a functional curriculum will increase their level of autonomy when completing inquiry problem-solving activities linked to science content, with the null hypotheses stating, Ho: When provided a self-monitoring checklist, students with a moderate intellectual disability enrolled in a functional curriculum will not increase their level of autonomy when completing inquiry problem-solving activities linked to science content, and H2: When provided a self-monitoring checklist, students with a moderate intellectual disability enrolled in a functional curriculum will increase their level of autonomy when presented with novel problem-solving tasks related to daily living situations, the null hypotheses stating, Ho2: When provided with a self-monitoring checklist, students with a moderate intellectual disability enrolled in a functional curriculum not increase their level of autonomy when presented with novel problem-solving tasks related to daily living situations. The study resulted in a rejection of both null hypotheses with the need for replication studies to verify findings.

Degree

Ph.D.

Advisors

Taber-Doughty, Purdue University.

Subject Area

Special education|Science education

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