A Thematic Review of Studies on Specific Learning Disabilities in Science Education

Havva Yaman

doi:10.17275/per.23.32.10.2

EN

A Thematic Review of Studies on Specific Learning Disabilities in Science Education

Abstract

As part of science education/science courses, students with special needs can develop their skills such as observing the events occurring in nature, making predictions and inferences. Given the characteristics of students with specific learning disabilities, it is crucial to reveal the developments of specific learning disabilities in science education to see the overall effect(s) of the teaching methods, techniques and others. The current study aims to thematically review the studies on specific learning disabilities within the scope of science education from the year 2009 to 2021. Considering the 2009-2021 date range and the criteria for specific learning disabilities in science education, a total of 43 studies were obtained from the relevant databases. The Thematic Content Analysis method was preferred. The studies were examined by considering the parameters of "distribution by years, aim, method, sample group, data collection tools, results, and recommendation". The results indicate that a limited number of studies were conducted on specific learning disabilities in science education and the researchers generally focused on elementary school students’ academic achievement and conceptual understanding levels employing quantitative methods. The results of the present study suggest carrying out studies in which in-depth analysis may be done selecting different sample groups (such as pre-service science teachers) for specific learning disabilities in science education and these may be conducted on the social and behavioral difficulties (loneliness, isolation and alike.) faced by students with specific learning disabilities in science education.

Keywords

science education, specific learning disability, thematic content analysis

References

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Details

Primary Language

English

Subjects

Other Fields of Education

Journal Section

Systematic Reviews and Meta Analysis

Authors

Havva Yaman ^*
0000-0003-2952-2075
Türkiye

Publication Date

March 30, 2023

Submission Date

October 6, 2022

Acceptance Date

February 1, 2023

Published in Issue

Year 2023 Volume: 10 Number: 2

DOI

https://doi.org/10.17275/per.23.32.10.2

IZ

https://izlik.org/JA73NN66ED

APA

Yaman, H. (2023). A Thematic Review of Studies on Specific Learning Disabilities in Science Education. Participatory Educational Research, 10(2), 124-141. https://doi.org/10.17275/per.23.32.10.2

AMA

1.Yaman H. A Thematic Review of Studies on Specific Learning Disabilities in Science Education. PER. 2023;10(2):124-141. doi:10.17275/per.23.32.10.2

Chicago

Yaman, Havva. 2023. “A Thematic Review of Studies on Specific Learning Disabilities in Science Education”. Participatory Educational Research 10 (2): 124-41. https://doi.org/10.17275/per.23.32.10.2.

EndNote

Yaman H (March 1, 2023) A Thematic Review of Studies on Specific Learning Disabilities in Science Education. Participatory Educational Research 10 2 124–141.

IEEE

[1]H. Yaman, “A Thematic Review of Studies on Specific Learning Disabilities in Science Education”, PER, vol. 10, no. 2, pp. 124–141, Mar. 2023, doi: 10.17275/per.23.32.10.2.

ISNAD

Yaman, Havva. “A Thematic Review of Studies on Specific Learning Disabilities in Science Education”. Participatory Educational Research 10/2 (March 1, 2023): 124-141. https://doi.org/10.17275/per.23.32.10.2.

JAMA

1.Yaman H. A Thematic Review of Studies on Specific Learning Disabilities in Science Education. PER. 2023;10:124–141.

MLA

Yaman, Havva. “A Thematic Review of Studies on Specific Learning Disabilities in Science Education”. Participatory Educational Research, vol. 10, no. 2, Mar. 2023, pp. 124-41, doi:10.17275/per.23.32.10.2.

Vancouver

1.Havva Yaman. A Thematic Review of Studies on Specific Learning Disabilities in Science Education. PER. 2023 Mar. 1;10(2):124-41. doi:10.17275/per.23.32.10.2

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A Thematic Review of Studies on Specific Learning Disabilities in Science Education

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