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THE IMPACT OF UNIVERSAL DESIGN FOR LEARNING-REPRESENTATION PRACTICES ON CONCEPT MAPS AND THE DEVELOPMENT OF QUALITY SCIENTIFIC EXPLANATIONS
Title
THE IMPACT OF UNIVERSAL DESIGN FOR LEARNING-REPRESENTATION PRACTICES ON CONCEPT MAPS AND THE DEVELOPMENT OF QUALITY SCIENTIFIC EXPLANATIONS.
Creator
Finnegan, Lisa, Dieker, Lisa, University of Central Florida
Abstract / Description
ABSTRACT The purpose of this action research project was to determine how my practice of implementing Universal Design for Learning-Representation (UDL-R) principles influenced my studentsÂÂ' understanding of content and enhanced their ability to organize their knowledge using concept maps. A secondary purpose of this action research project was to determine if student created concept maps served as a useful tool to enrich studentsÂÂ' written...
Show moreABSTRACT The purpose of this action research project was to determine how my practice of implementing Universal Design for Learning-Representation (UDL-R) principles influenced my studentsÂÂ' understanding of content and enhanced their ability to organize their knowledge using concept maps. A secondary purpose of this action research project was to determine if student created concept maps served as a useful tool to enrich studentsÂÂ' written scientific explanations. Students in this study completed concept maps and wrote explanations about adaptations before and after participating in lessons enriched with UDL-R principles that included the use of multi-media sources, website searches, and trade books. The processes used to collect data for this action research project were concept maps, written explanations, student notes, and videotaped accounts of learning from UDL-R principles. The themes that emerged were deeper content understanding for students and greater engagement in learning through UDL-R practices as evidenced through student notes, student discussions and videotaped accounts. The students in this study showed minimal change in the total average scores on concept maps with mixed results for males versus female studentsÂÂ' scores. Although studentsÂÂ' concept maps and written explanations indicated minimal improvement or change, their notes listing thirty to over one hundred facts and their comments indicated their interest and engagement in the learning process supported by UDL-R practices.
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Date Issued
2010
Identifier
CFE0003045, ucf:48358
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003045
Examining the Effect of the Universal Design for Learning Expression Principle on Students with learning Disabilities in Science
Title
Examining the Effect of the Universal Design for Learning Expression Principle on Students with learning Disabilities in Science.
Creator
Finnegan, Lisa, Dieker, Lisa, Wienke, Wilfred, Hines, Rebecca, Everett, Robert, University of Central Florida
Abstract / Description
ABSTRACT The significance of students being able to express and demonstrate their knowledge and understanding in all content areas has always been important especially in the sciences. Students under the Next Generation Science Standards will be required to participate in science discourse through a variety of approaches. This study examined student engagement and student demonstration of content knowledge in inclusive science classrooms through a quasi-experimental research design which...
Show moreABSTRACT The significance of students being able to express and demonstrate their knowledge and understanding in all content areas has always been important especially in the sciences. Students under the Next Generation Science Standards will be required to participate in science discourse through a variety of approaches. This study examined student engagement and student demonstration of content knowledge in inclusive science classrooms through a quasi-experimental research design which included four case study participants with a learning disability. The researcher also evaluated student content knowledge through the implementation of Universal Design for Learning-Expression (UDL-E) through a non-replicated control group design. Data were collected through a variety of sources including: researcher observations, review of student academic records, interviews, surveys, UDL-E products, and pre-test and posttest scores. Researcher observations spanned over a 10 week period and were coded and analyzed quantitatively. Findings from a Repeated ANOVA demonstrated no statistical significance, however based on interviews with students; findings show that the students did enjoy exploring the opportunity to express their knowledge using the Expression principle of Universal Design for Learning. Student time-on-task did remain equally as high during UDL-E and students' inattentive behaviors decreased.
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Date Issued
2013
Identifier
CFE0004840, ucf:49709
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004840