Inclusive Science Education

SERIES OF WORKING PAPERS

Inclusive Science Education is a publication series of the research group 'Science Education' of the Leuphana University Lüneburg, edited by Prof. Dr. Simone Abels. The issues represent a series of working papers and are listed under ISSN 2701-3766. The intention of the series "Inclusive Science Education" is to present current research projects and their results as well as empirically and theoretically based discussions in the field of inclusive science education. As working papers, we can publish extensive data sets that might not be given sufficient space in other publications. In addition, we can faster present interim results from current research for public discussion. The quality of the individual issues of our publication series is important to us. In a self-organised review process in our institute, the working papers are reviewed several times before they are published.

The framework for inklusive science education (working paper 1/2021)

All students have the right to participate in science education. For this to be achieved, not only research in the inclusive context needs to be further developed, but teachers also require guidance on how to implement inclusive science education in practice. To meet this demand, the Framework for Inclusive Science Education was developed in the federally funded project “Teaching Science Education Inclusively” (Nawi-In). Since the Framework was previously systematically derived from the literature (Brauns & Abels, 2020), only a smaller part of which came from empirical work, the Framework was verified in practice in a validation process. This means that in several steps the Framework was applied to different data of the Nawi-In project (classroom videos and audio-recorded lesson reflections of student teachers). In the case of the classroom videos, it was analysed which inclusive science aspects from the Framework the student teachers had implemented in practice. In the lesson reflections, it was analysed which inclusive science aspects the student teachers had noticed in their own and another teacher’s classroom videos. By applying the Framework to the data as means of validation, it was analysed, for example, how disjunctive the categories are. The Framework was extended by inductive categories, i.e., it is showing even more or more concrete inclusive approaches to science education now. In addition, further quality criteria were reviewed. Implications have led to the revision of the Framework. The new Framework for Inclusive Science Education 2.0 consists of a total of n=2117 categories. Of these, there are 15 main categories, each of which has 12 subcategories. The subcategories are each divided into codes and more concrete subcodes. The recurring structure of the subcategories and codes has made the application of the Framework simpler and more comprehensible. Nevertheless, the Framework 2.0 still only shows different approaches to inclusive science teaching, but cannot conclude whether all students could actually participate in the class. The implications show that the Framework 2.0 has the potential to continue to be used in science teacher education, to be applied to further data in science education research and possibly to be transferred to other subjects.

The framework for inklusive science education 1/2021

Category Sytem for inclusive science education 

 

THE FRAMEWORK FOR INcLUSIVE SCIENCE EDUCATION (Working Paper 1/2020)

In this working paper, we introduce the Framework for Inclusive Science Education. For the data collection, we applied a systematic literature review. In the process, n=297 titles were generated, which empirically or theoretically address the issue of inclusive science education. The sample was analysed both qualitatively and quantitatively. In a qualitative analysis, categories that combine characteristics of science education with an inclusive implementation were inductively derived. In total, n=935 categories on different abstraction levels were derived, which represent the framework. N=16 main categories were identified, which display the characteristics of science education to be combined with inclusive pedagogies. For the quantitative analysis of the sample and the framework, descriptive statistics were performed and differences between sub-samples analysed. Over the last ten years, a significant increase in publications has been observed. Moreover, there is a minor representation in titles relating to pre- and in-service teachers working in inclusive science education. Overall, in this paper we present not only the framework itself, but also give recommendations for the application of the framework.

The framework for inclusive science education 1/2020