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Survey of Actual Operation Practice of Science Classes based on Universal Design for Learning of General Middle and High School

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2018, 19(1), pp.211-231
  • DOI : 10.19049/JSPED.2018.19.1.10
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : February 20, 2018
  • Accepted : March 23, 2018
  • Published : March 31, 2018

Kim Yong-Seong 1,  Kim， Namjin 2

1대구대학교
2대구대학교 한국특수교육문제연구소

Accredited

ABSTRACT

The purpose of this study is to investigate about actual operation practice of general middle and high school science class through principle and guidelines of universal design for learning(UDL). For this purpose, we applied 'Korean instruction analysis checklist based on universal design for learning' to 36 science teachers in general middle and high schools. As a analysis result of the questionnaire, it was found that science teachers are performing UDL based science class of an average score 2.24(perfect score : three points). In particular, Principle I(representation) of the three principles and Guideline 2(provide options for language, mathematical expressions, and symbols) of the nine guidelines were the highest. As a result of the comparison between the teachers' background factors, the guidelines and the principles showing significant differences according to the gender of the teachers were Guideline 6(provide options for executive functions). In the case of age, there were significant differences in Guideline 4(provide options for physical action) and Guideline 6(provide options for executive functions), and Guideline 7(provide options for recruiting interest). Significant differences were found in Guideline 4(provide options for physical action), Guideline 6(provide options for executive functions), Guideline 7(provide options for recruiting interest), and Guideline 8(provide options for sustaining effort and persistence) in the final academic field, and Guideline 4(provide options for physical action) and Guideline 7(provide options for recruiting interest) showed significant differences in the area of educational experience. Guideline 8(provide options for sustaining effort and persistence) showed a significant difference in school-level areas. In the scale of the school city, the difference was found in Guideline 4(provide options for physical action), Guideline 5(provide options for expression and communication), Guideline 9(provide options for self-regulation) and Principle Ⅱ(action and expression). The results of this study were compared with the results of the previous research, and the approach for activating UDL-based science education was suggested as a follow-up study.

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This paper was written with support from the National Research Foundation of Korea.
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