Inquiry-Based Science Instruction for Students with Disabilities: A Systematic and Meta-Analytic Review
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| Title: | Inquiry-Based Science Instruction for Students with Disabilities: A Systematic and Meta-Analytic Review |
|---|---|
| Language: | English |
| Authors: | Sarah Emily Wilson, William J. Therrien (ORCID |
| Source: | Science Education. 2026 110(2):639-653. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1720958 2201464 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Descriptors: | Inquiry, Science Education, Science Instruction, Teaching Methods, Students with Disabilities, Meta Analysis, Scientific Literacy, Effect Size, Instructional Effectiveness, Science Process Skills, Skill Development |
| DOI: | 10.1002/sce.70029 |
| ISSN: | 0036-8326 1098-237X |
| Abstract: | Developing scientific literacy is necessary for students with disabilities (SWD) as it supports the ability to create solutions to real-world problems and understand current events, and it strengthens critical thinking, problem-solving, and complex communication skills. The purpose of this systematic review and meta-analysis was to evaluate extant literature on inquiry-based science interventions for SWD in service of developing scientific practices. We identified 26 studies in 22 articles and 3 dissertations for inclusion in this review. Effect size (ES) estimates demonstrate significant positive effects in both group (ES = 0.79; CI [0.41, 1.17]) and single case design studies (ES = 2.76; CI [1.93, 3.60]). Overall findings suggest that inquiry-based science instruction is effective in teaching SWD science content as well as developing proficiency in scientific practices and inquiry skills. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496789 |
| Database: | ERIC |
| Abstract: | Developing scientific literacy is necessary for students with disabilities (SWD) as it supports the ability to create solutions to real-world problems and understand current events, and it strengthens critical thinking, problem-solving, and complex communication skills. The purpose of this systematic review and meta-analysis was to evaluate extant literature on inquiry-based science interventions for SWD in service of developing scientific practices. We identified 26 studies in 22 articles and 3 dissertations for inclusion in this review. Effect size (ES) estimates demonstrate significant positive effects in both group (ES = 0.79; CI [0.41, 1.17]) and single case design studies (ES = 2.76; CI [1.93, 3.60]). Overall findings suggest that inquiry-based science instruction is effective in teaching SWD science content as well as developing proficiency in scientific practices and inquiry skills. |
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| ISSN: | 0036-8326 1098-237X |
| DOI: | 10.1002/sce.70029 |
