@article{ART002421044},
author={Yong-Wook Kim},
title={The Effect of UDL-based Science Instruction on Science Interest and Satisfaction Level of Middle School Students},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2018},
volume={19},
number={4},
pages={241-258},
doi={10.19049/JSPED.2018.19.4.11}
TY - JOUR
AU - Yong-Wook Kim
TI - The Effect of UDL-based Science Instruction on Science Interest and Satisfaction Level of Middle School Students
JO - Journal of Special Education: Theory and Practice
PY - 2018
VL - 19
IS - 4
PB - Research Institute of the Korea Special Education
SP - 241
EP - 258
SN - 1598-060X
AB - The purpose of this study is aimed at identifying students' interest in science and class satisfaction when UDL-based science class is applied to middle school students placed in unstructured inclusive education environment. Therefore, the first grade students in the G city and the second grade students in the middle school in W city are employed into experimental-control group such as the UDL-based science class for the experimental group and the traditional class for the control group, Each class was conducted over four periods. Before the class began, the science interest test was conducted. After the final class, the interest in science subject test and the class satisfaction test were conducted at the same time. The results of the study were as follows. First, the middle school students in UDL-based science classes showed improvement in the science interest. Second, most students in the UDL-based science classes were satisfied regardless of their academic achievement. Based on the results of this research, some suggestions for future research are suggested along with the expected effects of the research.
KW - universal design for learning;inclusive education;interest in science subject;satisfaction on science subject
DO - 10.19049/JSPED.2018.19.4.11
ER -
Yong-Wook Kim. (2018). The Effect of UDL-based Science Instruction on Science Interest and Satisfaction Level of Middle School Students. Journal of Special Education: Theory and Practice, 19(4), 241-258.
Yong-Wook Kim. 2018, "The Effect of UDL-based Science Instruction on Science Interest and Satisfaction Level of Middle School Students", Journal of Special Education: Theory and Practice, vol.19, no.4 pp.241-258. Available from: doi:10.19049/JSPED.2018.19.4.11
Yong-Wook Kim "The Effect of UDL-based Science Instruction on Science Interest and Satisfaction Level of Middle School Students" Journal of Special Education: Theory and Practice 19.4 pp.241-258 (2018) : 241.
Yong-Wook Kim. The Effect of UDL-based Science Instruction on Science Interest and Satisfaction Level of Middle School Students. 2018; 19(4), 241-258. Available from: doi:10.19049/JSPED.2018.19.4.11
Yong-Wook Kim. "The Effect of UDL-based Science Instruction on Science Interest and Satisfaction Level of Middle School Students" Journal of Special Education: Theory and Practice 19, no.4 (2018) : 241-258.doi: 10.19049/JSPED.2018.19.4.11
Yong-Wook Kim. The Effect of UDL-based Science Instruction on Science Interest and Satisfaction Level of Middle School Students. Journal of Special Education: Theory and Practice, 19(4), 241-258. doi: 10.19049/JSPED.2018.19.4.11
Yong-Wook Kim. The Effect of UDL-based Science Instruction on Science Interest and Satisfaction Level of Middle School Students. Journal of Special Education: Theory and Practice. 2018; 19(4) 241-258. doi: 10.19049/JSPED.2018.19.4.11
Yong-Wook Kim. The Effect of UDL-based Science Instruction on Science Interest and Satisfaction Level of Middle School Students. 2018; 19(4), 241-258. Available from: doi:10.19049/JSPED.2018.19.4.11
Yong-Wook Kim. "The Effect of UDL-based Science Instruction on Science Interest and Satisfaction Level of Middle School Students" Journal of Special Education: Theory and Practice 19, no.4 (2018) : 241-258.doi: 10.19049/JSPED.2018.19.4.11
