Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96
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pISSN : 1598-060X / eISSN : 2734-0090
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Direction of Informal Inclusion Science Education Program 'Science Fair of Hope': An Analysis Based on UDL Principle of Preliminary Science Teacher Experience
- Journal of Special Education: Theory and Practice
- Abbr : JSPED
- 2020, 21(3), pp.231-262
- DOI : 10.19049/JSPED.2020.21.3.10
- Publisher : Research Institute of the Korea Special Education
- Research Area : Social Science > Education
- Received : August 10, 2020
- Accepted : September 15, 2020
- Published : September 30, 2020
Kim Yong-Seong 1, Lee， Hak-Jun 2
1대구대학교
2대구대학교 한국특수교육문제연구소
Accredited
ABSTRACT
[Purpose] The purpose of this study is to find out the direction of informal inclusive science education program 'Science fair of Hope'. [Method] To that end, seven preliminary science teachers who participated in the 'Science fair of Hope' program, which was held at D University in September 2019, participated in observation and in-depth interviews. Qualitative data (experience) collected through this were analyzed based on UDL principles. [Results] As a result, the direction of non-format science education desired by prospective science teachers is as follows: First, the direction centered on the principle of representation. It uses the provision of a play-based PPT, sign language, and big gestures to deliver the contents of a science play for deaf students. Second, it is the direction of expression and action. Third, it is the direction of participation. In order to increase the participation of hearing-impaired students in science plays, science magic, and creative experience booths, a measure was proposed to motivate participation by inducing fun and interest. One of the scientific experiments that was done in a science play is to provide a linked program for scientific magic and creative experience booths. [Conclusion] In the end, the non-format science education 'Science fair of Hope' desired by a prospective science teacher shall use PPT, sign language, big movements, etc. to provide various awards. Also, it should be able to create motivation, interest and fun that can enable various expressions and actions and induce various participation. Therefore, dividing the difference between theory-based formal and non-format science education is that non-format science education is centered on experience. Through this, students with disabilities can increase their interest in and interest in science and help them acquire scientific knowledge.
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This paper was written with support from the National Research Foundation of Korea.