‘Science is accessible for everyone’: preservice special education teachers’ nature of science perceptions and instructional practices

Abstract

Students with special educational needs (SEN) are often left behind in science education, and research largely ignores this population. In particular, very limited research examines the intersection between the nature of science (NOS) and special education (SPED). To address this gap, the study investigated 18 preservice SPED teachers’ NOS plans and instructions in a methods course, as well as their perceptions of the role of NOS and its relevance to SEN. The data sources included written reflections, interviews, lesson plans and microteaching during class. Most preservice teachers planned and implemented NOS lessons within inquiry within the class, although NOS was not required. This finding represents a strong outcome as participants were non-science majors and were provided only a short period of NOS intervention. Importantly, the preservice SPED teachers considered NOS to be relevant to SEN, considering students’ unique ideas and different ways of thinking. This provided initial evidence that preservice SPED teachers may view teaching NOS as a way to highlight students’ differences in ideas/perspectives, supporting their contributions to science. Future research will investigate the NOS learning outcomes of SEN.