Explicit Instruction and Next Generation Science Standards Aligned Classrooms: A Fit or a Split?. Issue 3 (5th July 2017)

• Record Type: Journal Article
• Authors: Therrien, William J.; Benson, Sarah K.; Hughes, Charles A.; Morris, Jared R.
• Is Part Of: Learning disabilities research & practice. Volume 32:Issue 3(2017)
• Page Start: 149
• Page End: 154
• Publication Date: 2017-07-05
• Subjects: Learning disabilities -- Periodicals; Apprentissage, Troubles de l' -- Périodiques; 371.9
• DOI: 10.1111/ldrp.12137
• Languages: English
• ISSNs: 0938-8982

Abstract

Abstract : The purpose of this article is to discuss the use of explicit instruction in the curriculum area of science where non‐explicit approaches (e.g., discovery learning) are often used. While there has been a relative paucity of research on explicit instruction in science classrooms, we argue that explicit instruction, particularly when it is embedded within an inquiry approach aligned to the Next Generation Science Standards, has the potential to increase achievement in science for students with LD. Based on previous research, we provide potential ways to implement the five core instructional components of explicit instruction in today's inquiry‐based science classrooms.