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  1. 広島大学の刊行物
  2. 国際協力研究誌
  3. 26巻1-2号

Secondary School Science Teachers’ Knowledge, Responses, and Abilities to Create Inclusive Science Practices in General Education Classrooms in Banjarnegara Regency, Indonesia

https://doi.org/10.15027/48742
https://doi.org/10.15027/48742
882e0a84-1262-4068-b445-b43d759aaf70
名前 / ファイル ライセンス アクション
JIDC_26-2_109.pdf JIDC_26-2_109.pdf (282.8 KB)
Item type デフォルトアイテムタイプ_(フル)(1)
公開日 2023-03-18
タイトル
タイトル Secondary School Science Teachers’ Knowledge, Responses, and Abilities to Create Inclusive Science Practices in General Education Classrooms in Banjarnegara Regency, Indonesia
言語 en
作成者 Atika, Iva Nandya

× Atika, Iva Nandya

en Atika, Iva Nandya

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Kawai, Norimune

× Kawai, Norimune

en Kawai, Norimune

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アクセス権
アクセス権 open access
アクセス権URI http://purl.org/coar/access_right/c_abf2
権利情報
権利情報 Copyright © 2020 Graduate School for International Development and Cooperation, Hiroshima University. 本紀要の一部・全部を問わず、著作権者(広島大学大学院国際協力研究科)の文章による許諾なしに複写・翻訳することを禁じます。
主題
主題Scheme Other
主題 secondary school science teachers
主題
主題Scheme Other
主題 inclusive science practices
主題
主題Scheme Other
主題 general education
内容記述
内容記述 Science teachers in general education settings must be ready for the diversity among the students in their science classrooms; nevertheless, science teachers are not yet prepared to handle students with special educational needs. This study used a qualitative method which purposed to explore teachers’ knowledge, responses, and abilities to create inclusive science practices in general education classrooms. Semi-structured interviews contained open-ended questions were conducted to gain the data from nine science teachers including integrated science, physics, biology, and chemistry teachers in Banjarnegara Regency. The participants had to answer all of the questions about the teaching-learning process related to science lessons based on their knowledge and experiences. Data obtained from interviews were analyzed using phenomenology approach with emergent themes from different data sources. The results suggested the secondary school science teachers who participated in interviews conceptualized inclusion only in term of disability, rather than from a position of promoting education for diversity. Besides, the science teachers’ responses toward teaching students who faced barriers to learning and participating in science classrooms were predominantly positive, and they made an effort to support the creation and evolution of an inclusive culture and inclusive science practices for diverse students through group work and peer tutoring approaches. The teachers also can demonstrate their skills and abilities to face the challenges that exist in science learning.
言語 en
出版者
出版者 広島大学大学院国際協力研究科
言語
言語 eng
資源タイプ
資源タイプ識別子 http://purl.org/coar/resource_type/c_6501
資源タイプ departmental bulletin paper
出版タイプ
出版タイプ VoR
出版タイプResource http://purl.org/coar/version/c_970fb48d4fbd8a85
ID登録
ID登録 10.15027/48742
ID登録タイプ JaLC
収録物識別子
収録物識別子タイプ ISSN
収録物識別子 1341-0903
収録物識別子
収録物識別子タイプ NCID
収録物識別子 AN10482914
開始ページ
開始ページ 109
書誌情報 国際協力研究誌
Journal of International Development and Cooperation

巻 26, 号 1-2, p. 109-121, 発行日 2020-03-01
見出し
大見出し 原著論文
言語 ja
見出し
大見出し Articles
言語 en
旧ID 48742
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