View in EDS

Inquiry-Based Science Instruction for Students with Disabilities: A Systematic and Meta-Analytic Review

Saved in:
Bibliographic Details
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 0000-0003-0594-5129), Jenna Gersib, Megan Rojo, Victoria J. VanUitert, Gail Lovette, Maria A. Longhi, Sarah Benson (ORCID 0000-0002-5822-4942), Sarah R. Powell (ORCID 0000-0002-6424-6160), Christian T. Doabler
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1496789
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Inquiry-Based Science Instruction for Students with Disabilities: A Systematic and Meta-Analytic Review
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Sarah+Emily+Wilson%22">Sarah Emily Wilson</searchLink><br /><searchLink fieldCode="AR" term="%22William+J%2E+Therrien%22">William J. Therrien</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0594-5129">0000-0003-0594-5129</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jenna+Gersib%22">Jenna Gersib</searchLink><br /><searchLink fieldCode="AR" term="%22Megan+Rojo%22">Megan Rojo</searchLink><br /><searchLink fieldCode="AR" term="%22Victoria+J%2E+VanUitert%22">Victoria J. VanUitert</searchLink><br /><searchLink fieldCode="AR" term="%22Gail+Lovette%22">Gail Lovette</searchLink><br /><searchLink fieldCode="AR" term="%22Maria+A%2E+Longhi%22">Maria A. Longhi</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+Benson%22">Sarah Benson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5822-4942">0000-0002-5822-4942</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarah+R%2E+Powell%22">Sarah R. Powell</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6424-6160">0000-0002-6424-6160</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christian+T%2E+Doabler%22">Christian T. Doabler</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Science+Education%22"><i>Science Education</i></searchLink>. 2026 110(2):639-653.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: National Science Foundation (NSF)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: 1720958<br />2201464
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Meta+Analysis%22">Meta Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Literacy%22">Scientific Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Effect+Size%22">Effect Size</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Process+Skills%22">Science Process Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/sce.70029
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0036-8326<br />1098-237X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1496789
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1496789
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/sce.70029
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 639
    Subjects:
      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Meta Analysis
        Type: general
      – SubjectFull: Scientific Literacy
        Type: general
      – SubjectFull: Effect Size
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Science Process Skills
        Type: general
      – SubjectFull: Skill Development
        Type: general
    Titles:
      – TitleFull: Inquiry-Based Science Instruction for Students with Disabilities: A Systematic and Meta-Analytic Review
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Sarah Emily Wilson
      – PersonEntity:
          Name:
            NameFull: William J. Therrien
      – PersonEntity:
          Name:
            NameFull: Jenna Gersib
      – PersonEntity:
          Name:
            NameFull: Megan Rojo
      – PersonEntity:
          Name:
            NameFull: Victoria J. VanUitert
      – PersonEntity:
          Name:
            NameFull: Gail Lovette
      – PersonEntity:
          Name:
            NameFull: Maria A. Longhi
      – PersonEntity:
          Name:
            NameFull: Sarah Benson
      – PersonEntity:
          Name:
            NameFull: Sarah R. Powell
      – PersonEntity:
          Name:
            NameFull: Christian T. Doabler
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0036-8326
            – Type: issn-electronic
              Value: 1098-237X
          Numbering:
            – Type: volume
              Value: 110
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Science Education
              Type: main
ResultId 1