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The Power of a Formative Experiment in an Inclusion Science Education Classroom

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Bibliographic Details
Title: The Power of a Formative Experiment in an Inclusion Science Education Classroom
Language: English
Authors: K. Lea Alexander, Marla K. Robinson
Source: Journal of Science Education for Students with Disabilities. 2025 28(1).
Availability: RIT Scholar Works. The Wallace Library A-500, 90 Lomb Memorial Drive, Rochester, NY 14623. Tel: 585-475-7934; e-mail: ritscholarworks@rit.edu; Web site: http://scholarworks.rit.edu/jsesd
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Science Education, Inclusion, Cooperative Learning, Reading Comprehension, Students with Disabilities, Reading Difficulties, Biology, Self Efficacy, Learning Disabilities, Laboratory Experiments
ISSN: 1940-9923
Abstract: Formative experiments offer a novel approach to research educational interventions in inclusion science classrooms. This research examined whether using a formative experiment design with an intervention called Peer-Assisted Learning Strategies (PALS) increased reading comprehension in grade-level biology text and science self-efficacy of students who had learning disabilities in reading in an inclusion biology classroom. The results showed that there were statistically significant increases in the comprehension of grade-level biology text and science self-efficacy for the students with learning disabilities who participated in the study.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501920
Database: ERIC
Description
Abstract:Formative experiments offer a novel approach to research educational interventions in inclusion science classrooms. This research examined whether using a formative experiment design with an intervention called Peer-Assisted Learning Strategies (PALS) increased reading comprehension in grade-level biology text and science self-efficacy of students who had learning disabilities in reading in an inclusion biology classroom. The results showed that there were statistically significant increases in the comprehension of grade-level biology text and science self-efficacy for the students with learning disabilities who participated in the study.
ISSN:1940-9923