@article{ART002451205},
author={Lee， Hak-Jun and Kim， Nam-Jin and Kim Yong-Seong},
title={The Educational Effects of UDL-Based Middle School Science Classes: Successful Implementation of Teacher and Participation of Students},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2019},
volume={20},
number={1},
pages={41-63},
doi={10.19049/JSPED.2019.20.1.03}
TY - JOUR
AU - Lee， Hak-Jun
AU - Kim， Nam-Jin
AU - Kim Yong-Seong
TI - The Educational Effects of UDL-Based Middle School Science Classes: Successful Implementation of Teacher and Participation of Students
JO - Journal of Special Education: Theory and Practice
PY - 2019
VL - 20
IS - 1
PB - Research Institute of the Korea Special Education
SP - 41
EP - 63
SN - 1598-060X
AB - The purpose of this study is to explore the successful implementation of teachers and participation of students in UDL-based middle school science classes. In order to do this, participants were observed in UDL-based science classes and general science classes at middle schools and the contents were analyzed using Korean-style UDL checklists(Kim Nam-jin, Kim Yong-wook, 2012). The results are as follows: First, UDL-based science classes are more effective than regular science classes. However, there was prejudice and misunderstanding regarding UDL. They misunderstood the use of technology as UDL. If you buy UDL, you are using UDL. UDL implementation begins with the creation of learning environments and learning development, not product use. If UDL is not reflected in the study design even if UDL is purchased, it is not a UDL-based class. Second, successful participation of students in UDL-based middle school science class. In UDL-based science classes, students actively participated in the classes. He attended classes more often than ordinary science classes. Third, it is urgent to set up standards to evaluate Korean classes by supplementing the problems found in the Korean-style UDL Checklist used as analysis data. After all, I will say that successful implementation of teachers and participation of students in UDL-based science classes can be implemented through science classes based on UDL principles and guidelines.
KW - UDL;UDL principle;guideline;checklist;science class
DO - 10.19049/JSPED.2019.20.1.03
ER -
Lee， Hak-Jun, Kim， Nam-Jin and Kim Yong-Seong. (2019). The Educational Effects of UDL-Based Middle School Science Classes: Successful Implementation of Teacher and Participation of Students. Journal of Special Education: Theory and Practice, 20(1), 41-63.
Lee， Hak-Jun, Kim， Nam-Jin and Kim Yong-Seong. 2019, "The Educational Effects of UDL-Based Middle School Science Classes: Successful Implementation of Teacher and Participation of Students", Journal of Special Education: Theory and Practice, vol.20, no.1 pp.41-63. Available from: doi:10.19049/JSPED.2019.20.1.03
Lee， Hak-Jun, Kim， Nam-Jin, Kim Yong-Seong "The Educational Effects of UDL-Based Middle School Science Classes: Successful Implementation of Teacher and Participation of Students" Journal of Special Education: Theory and Practice 20.1 pp.41-63 (2019) : 41.
Lee， Hak-Jun, Kim， Nam-Jin, Kim Yong-Seong. The Educational Effects of UDL-Based Middle School Science Classes: Successful Implementation of Teacher and Participation of Students. 2019; 20(1), 41-63. Available from: doi:10.19049/JSPED.2019.20.1.03
Lee， Hak-Jun, Kim， Nam-Jin and Kim Yong-Seong. "The Educational Effects of UDL-Based Middle School Science Classes: Successful Implementation of Teacher and Participation of Students" Journal of Special Education: Theory and Practice 20, no.1 (2019) : 41-63.doi: 10.19049/JSPED.2019.20.1.03
Lee， Hak-Jun; Kim， Nam-Jin; Kim Yong-Seong. The Educational Effects of UDL-Based Middle School Science Classes: Successful Implementation of Teacher and Participation of Students. Journal of Special Education: Theory and Practice, 20(1), 41-63. doi: 10.19049/JSPED.2019.20.1.03
Lee， Hak-Jun; Kim， Nam-Jin; Kim Yong-Seong. The Educational Effects of UDL-Based Middle School Science Classes: Successful Implementation of Teacher and Participation of Students. Journal of Special Education: Theory and Practice. 2019; 20(1) 41-63. doi: 10.19049/JSPED.2019.20.1.03
Lee， Hak-Jun, Kim， Nam-Jin, Kim Yong-Seong. The Educational Effects of UDL-Based Middle School Science Classes: Successful Implementation of Teacher and Participation of Students. 2019; 20(1), 41-63. Available from: doi:10.19049/JSPED.2019.20.1.03
Lee， Hak-Jun, Kim， Nam-Jin and Kim Yong-Seong. "The Educational Effects of UDL-Based Middle School Science Classes: Successful Implementation of Teacher and Participation of Students" Journal of Special Education: Theory and Practice 20, no.1 (2019) : 41-63.doi: 10.19049/JSPED.2019.20.1.03
