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Exploring the Role of Multiple Intelligences: A Systematic Review for Cognitive Transformation in Biology Learning
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Muhammad Zahrudin Afnan; Rinie Pratiwi Puspitawati; I. Isnawati – Journal of Biological Education Indonesia (Jurnal Pendidikan Biologi Indonesia), 2025
Traditional approaches to intelligence often neglect the diverse cognitive profiles of learners, potentially limiting the inclusivity and effectiveness of educational practices. This review article examines the application of Howard Gardner's Theory of Multiple Intelligences (MI) within the context of biology education, with a particular focus on…
Descriptors: Multiple Intelligences, Learning Processes, Biology, Science Instruction
Improving Vocabulary Outcomes in Inclusive Secondary Science Classrooms through Professional Development
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Lauterbach, Alexandra A.; Benedict, Amber E.; Yakut, Ayse D.; Garcias, Alejandra A. – Journal of Science Teacher Education, 2020
Secondary students with learning disabilities are likely to learn science in an inclusive classroom. Their success often depends on teachers' ability to support their literacy needs. In this quasi-experimental study, we examine the effect of teacher' involvement in intensive professional development designed to deepen secondary science teachers'…
Descriptors: Science Instruction, Faculty Development, Inclusion, Learning Disabilities
Fourteen Recommendations to Create a More Inclusive Environment for LGBTQ+ Individuals in Academic Biology
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Cooper, Katelyn M.; Auerbach, Anna Jo J.; Bader, Jordan D.; Beadles-Bohling, Amy S.; Brashears, Jacqueline A.; Cline, Erica; Eddy, Sarah L.; Elliott, Deanna B.; Farley, Elijah; Fuselier, Linda; Heinz, Heather M.; Irving, Madison; Josek, Tanya; Lane, A. Kelly; Lo, Stanley M.; Maloy, Jeffrey; Nugent, Michelle; Offerdahl, Erika; Palacios-Moreno, Juan; Ramos, Jorge; Reid, Joshua W.; Sparks, Rachel A.; Waring, Ashley L.; Wilton, Mike; Gormally, Cara; Brownell, Sara E. – CBE - Life Sciences Education, 2020
Individuals who identify as lesbian, gay, bisexual, transgender, queer, and otherwise nonstraight and/or non-cisgender (LGBTQ+) have often not felt welcome or represented in the biology community. Additionally, biology can present unique challenges for LGBTQ+ students because of the relationship between certain biology topics and their LGBTQ+…
Descriptors: LGBTQ People, At Risk Students, Science Instruction, Biology
Chemistry Teachers' Perceived Benefits and Challenges of Inquiry-Based Instruction in Inclusive Chemistry Classrooms
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Mumba, F.; Banda, A.; Chabalengula, V. M. – Science Education International, 2015
Studies on inquiry-based instruction in inclusive science teaching have mainly focused on elementary and middle school levels. Little is known about inquiry-based instruction in high school inclusive science classes. Yet, such classes have become the norm in high schools, fulfilling the instructional needs of students with mild disabilities. This…
Descriptors: Inquiry, Teaching Methods, Chemistry, Science Teachers
Supporting Student Knowledge Using Formative Assessment and Universal Design for Learning Expression
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Finnegan, Lisa A.; Miller, Katie M.; Randolph, Kathleen M.; Bielskus-Barone, Kristina D. – Journal of Special Education Apprenticeship, 2011
This article demonstrates an approach for teachers to use outcomes from activities using the universal design for learning expression principle to evaluate student knowledge in content areas. Based on the student's level of explanation using a variety of expression methods, teachers can determine whether students need additional support for…
Descriptors: Formative Evaluation, Access to Education, Educational Principles, Teaching Methods