Review article

https://doi.org/10.21464/mo.28.1.10

Science education for blind and visually impaired children

Janja Plazar orcid.org/0000-0002-1032-8398 ; Faculty of Education, University of Primorska, Koper, Slovenia
Cécil J. W. Meulenberg orcid.org/0000-0001-8778-3316 ; Science and Research Centre Koper, Koper, Slovenia
Aksinja Kermauner orcid.org/0000-0003-0731-3002 ; Faculty of Education, University of Primorska, Koper, Slovenia

Abstract

Nowadays, science education is based predominantly on the principle of constructivism, according to which children should be active participants in the learning process and construct their knowledge based on experience. For blind or visually impaired children, science education methods and educational tools must be adapted according to their perceptual needs, in order for these children to be active participants in the learning process. The aim of the current paper is to describe the latest view on active and inquiry-based learning in science education for blind or visually impaired children while simultaneously minimizing misconceptions. Further, the paper compiles the recent research that enables prosperous and high-quality adaptive educational approaches and tools. Thus, the content of this paper will be useful for both science teachers and researchers of inclusive classrooms.

Keywords

active learning; adjusted educational tools; blindness; inclusion; visual impairment

Hrčak ID:

260368

URI

https://hrcak.srce.hr/260368

Publication date:

14.7.2021.

Article data in other languages: croatian

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