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

Year 2023, Volume: 10 Issue: 2, 124 - 141, 30.03.2023

Havva Yaman

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

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

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