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The Pennsylvania State University The Graduate School Eberly College of Science TEACHING CHEMISTRY AND OTHER SCIENCES TO BLIND AND LOW-VISION STUDENTS THROUGH HANDS-ON LEARNING EXPERIENCES IN HIGH SCHOOL SCIENCE LABORATORIES A Dissertation in Chemistry by Cary Alan Supalo 2010 Cary Alan Supalo Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy December 2010 ii The dissertation of Cary Alan Supalo was reviewed and approved* by the following: Thomas Mallouk DuPont Professor of Materials Chemistry and Physics Dissertation Adviser Chair of Committee Karl T. Mueller Professor of Chemistry Mark Maroncelli Professor of Chemistry William Carlsen Professor of Education Department of Curriculum and Instruction George Bodner Distinguished Professor of Engineering, Purdue University Distinguished Professor of Chemistry and Education, Purdue University Special Member Barbara J. Garrison Shapiro Professor of Chemistry Head of the Department of Chemistry * Signatures are on file in the Graduate School. iii ABSTRACT Students with blindness and low vision (BLV) have traditionally been underrepresented in the sciences as a result of technological and attitudinal barriers to equal access in science laboratory classrooms. The Independent Laboratory Access for the Blind (ILAB) project developed and evaluated a suite of talking and audible hardware/software tools to empower students with BLV to have multisensory, hands-on laboratory learning experiences. This dissertation focuses on the first year of ILAB tool testing in mainstream science laboratory classrooms, and comprises a detailed multi-case study of four students with BLV who were enrolled in high school science classes during 2007-08 alongside sighted students. Participants attended different schools; curricula included chemistry, AP chemistry, and AP physics. The ILAB tools were designed to provide multisensory means for students with BLV to make observations and collect data during standard laboratory lessons on an equivalent basis with their sighted peers. Various qualitative and quantitative data collection instruments were used to determine whether the hands-on experiences facilitated by the ILAB tools had led to increased involvement in laboratory-goal-directed actions, greater peer acceptance in the students’ lab groups, improved attitudes toward science, and increased interest in science. Premier among the ILAB tools was the JAWS/Logger Pro software interface, which made audible all information gathered through standard Vernier laboratory probes and visually displayed through Logger Pro. ILAB tools also included a talking balance, a iv submersible audible light sensor, a scientific talking stopwatch, and a variety of other high-tech and low-tech devices and techniques. While results were mixed, all four participating BLV students seemed to have experienced at least some benefit, with the effect being stronger for some than for others. Not all of the data collection instruments were found to reveal improvements for all of the participating students, but each of the types of data sets provided evidence of benefit for varying subgroups of participants. It is the expectation of the ILAB team that continuing to implement adaptive/assistive technologies for BLV students in science laboratory classrooms will foster enhanced opportunities in science classes and professions. v TABLE OF CONTENTS LIST OF FIGURES ...................................................................................................... x LIST OF TABLES ........................................................................................................ xii ABBREVIATIONS ..................................................................................................... xv ACKNOWLEDGEMENTS ......................................................................................... xvii Chapter 1 Introduction to the Problem .................................................................. 1 Background ....................................................................................................... 2 Introduction to ILAB ........................................................................................ 5 Inclusion in Scientific Communities of Practice ............................................. 11 Overcoming the Barriers .................................................................................. 12 Potential Benefits of ILAB .............................................................................. 14 Chapter 2 Review of the Literature on Teaching Science to Blind and Low-Vision Students ........................................................................... 15 Teaching the Sciences to BLV Students .......................................................... 16 Teaching Chemistry to BLV Students ................................................. 32 Teaching Biology to BLV Students ..................................................... 51 Teaching Physics to BLV Students ...................................................... 57 Summary .......................................................................................................... 64 Chapter 3 Factors in Fostering Students’ Interest in STEM Education: Hands-On Science, Acceptance, Achievement .................................... 66 Hands-On Approaches to Learning ................................................................. 67 Summarizing the Hands-On Literature ................................................ 84 Student Learning: Group Dynamics and Peer Acceptance/Rejection ............. 84 Summarizing the Peer Acceptance/Rejection Literature ..................... 97 Tying the Factors Together .............................................................................. 97 Chapter 4 Methodology ........................................................................................ 99 What Is Qualitative Research? ......................................................................... 99 What Is a Case Study? .................................................................................... 102 Design of Experiment ..................................................................................... 103 Internal Controls ................................................................................. 104 Participant Selection ........................................................................... 105 Data Collection Instruments ........................................................................... 106 Pre- and Post-School-Year Interviews ................................................ 106 Scientific Attitude Inventory II (SAI II) ............................................. 111 Audiovisual Recordings ...................................................................... 114 vi Video Task Analysis ............................................................... 116 Graphic Analysis of Video Data ............................................. 116 Rubric Analysis of Video Data ............................................... 118 Qualitative and Quantitative Case Study Analysis ......................................... 125 Potential Confounding Factors ....................................................................... 129 Chapter 5 ILAB Tools: Development and Utility ............................................... 130 Computer Interfaces in the Science Laboratory Classroom ........................... 130 Evolution of the ILAB Tools .......................................................................... 133 Commercially Available High-Tech Tools ......................................... 135 JAWS/Logger Pro Software Interface ................................................ 137 High-Tech Hardware Developed by ILAB ......................................... 140 Submersible Audible Light Sensor (SALS) ............................ 140 Color Analysis Laboratory Sensor (CALS) ............................ 144 Talking Voltmeter and Scientific Talking Stopwatch (STS) ... 145 Low-Tech Laboratory Tools ............................................................... 146 Summary ......................................................................................................... 148 Chapter 6 Badger High School Case Study ......................................................... 150 Demographics of School ................................................................................. 150 Background of Student ................................................................................... 150 Background of Teacher ................................................................................... 151 Classroom Resources ...................................................................................... 152 Relationship between Investigator, Teacher, BLV Student, and Parents ....... 153 Interview Data ................................................................................................. 154 Excerpts, Summaries, Commentary: Pre-School-Year Student Interview ................................................................................ 154 Excerpts, Summaries, Commentary: Post-School-Year Student Interview ................................................................................ 155 Excerpts, Summaries, Commentary: Post-School-Year Teacher Interview ............................................................................... 157 SAI II Survey Data Pre/Post School Year ...................................................... 158 Overview of the Five
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