Using iPads to teach inquiry science to students with a moderate to severe intellectual disability: A pilot study

Abstract

Abstract Multiple illustrative case studies were used to investigate guided inquiry methods and the benefits of traditional science notebooks versus electronic science notebooks for students with moderate to severe intellectual disabilities. Results indicated students successfully acquired science content and increased motivation through science inquiry instruction using both methods. However, each student demonstrated higher motivation, engagement, and independence in inquiry investigation with the use of iPad® electronic notebooks. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50: 887–911, 2013