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アイテム
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/10.15027/48742882e0a84-1262-4068-b445-b43d759aaf70
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
JIDC_26-2_109.pdf (282.8 KB)
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| 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
× 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 |
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| 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 | |||||||||
