- About this Journal ·
- Abstracting and Indexing ·
- Aims and Scope ·
- Article Processing Charges ·
- Articles in Press ·
- Author Guidelines ·
- Bibliographic Information ·
- Citations to this Journal ·
- Contact Information ·
- Editorial Board ·
- Editorial Workflow ·
- Free eTOC Alerts ·
- Publication Ethics ·
- Reviewers Acknowledgment ·
- Submit a Manuscript ·
- Subscription Information ·
- Table of Contents
Education Research International
Volume 2012 (2012), Article ID 260403, 12 pages
A Comparison between Young Students with and without Special Needs on Their Understanding of Scientific Concepts
Department of Developmental Psychology, Faculty of Behavioural and Social Sciences, University of Groningen, Grote Kruisstraat 2/1, 9712 TS Groningen, The Netherlands
Received 9 July 2012; Revised 20 September 2012; Accepted 25 October 2012
Academic Editor: David Neumann
Copyright © 2012 Steffie Van Der Steen et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
- T. E. Scruggs and M. A. Mastropieri, “Academic characteristics of behaviorally disordered and learning disabled students,” Behavioral Disorders, vol. 11, pp. 184–190, 1986.
- M. H. Epstein, D. Kinder, and B. Bursuck, “The academic status of adolescents with behavioral disorders,” Behavioral Disorders, vol. 14, pp. 157–165, 1989.
- A. L. Trout, P. D. Nordness, C. D. Pierce, and M. H. Epstein, “Research on the academic status of children with emotional and behavioral disorders: a review of the literature from 1961 to 2000,” Journal of Emotional and Behavioral Disorders, vol. 11, no. 4, pp. 198–210, 2003.
- R. S. Siegler and M. W. Alibali, Children’s Thinking, Pearson Prentice Hall, New York, NY, USA, 2005.
- National Research Council, Mathematical and Scientific Development in Early Childhood: A Workshop Summary, The National Academies Press, Washington, DC, USA, 2005.
- C. Zimmerman, “The development of scientific reasoning skills,” Developmental Review, vol. 20, no. 1, pp. 99–149, 2000.
- C. Zimmerman, “The development of scientific thinking skills in elementary and middle school,” Developmental Review, vol. 27, no. 2, pp. 172–223, 2007.
- B. Koslowski, L. Okagaki, C. Lorenz, and D. Umbach, “When covariation is not enough: the role of causal mechanism, sampling method, and sample size in causal reasoning,” Child Development, vol. 60, no. 6, pp. 1316–1327, 1989.
- D. Kuhn and S. Franklin, “The second decade: What develops (and how),” in Handbook of Child Psychology: Vol. 2. Cognition, Perception and Language, W. Damon, R. M. Lerner, D. Kuhn, and R. S. Siegler, Eds., pp. 953–993, John Wiley & Sons, Hoboken, NJ, USA, 6th edition, 2006.
- F. Wilkening and B. Sodian, “Scientific, reasoning in young children: introduction,” Swiss Journal of Psychology, vol. 64, no. 3, pp. 137–139, 2005.
- S. van der Steen, H. Steenbeek, and P. van Geert, “Using the dynamics of a person context system to describe children’s understanding of air pressure,” in Current Topics in Children's Learning and Cognition, H. Kloos, B. J. Morris, and J. L. Amaral, Eds., pp. 21–44, 2012, http://www.intechopen.com/books/current-topics-in-children-s-learning-and-cognition/using-the-dynamics-of-a-person-context-system-to-describe-children-s-understanding-of-air-pressure.
- D. Wood, H. Wood, and D. Middleton, “An experimental evaluation of four face-to-face teaching strategies,” International Journal of Behavioral Development, vol. 1, pp. 131–147, 1978.
- M. Pressley, K. Hogan, R. Wharton-McDonald, and J. Mistretta, “The challenges of instructional scaffolding: The challenges of instruction that supports student thinking,” Learning Disabilities Research & Practice, vol. 11, no. 3, pp. 138–146, 1996.
- P. van Geert and H. Steenbeek, “The dynamics of scaffolding,” New Ideas in Psychology, vol. 23, no. 3, pp. 115–128, 2005.
- K. W. Fischer and T. R. Bidell, “Dynamic development of action, thought and emotion,” in Theoretical Models of Human Development. Handbook of Child Psychology, R. M. Lerner and W. Damon, Eds., vol. 1, pp. 313–399, John Wiley & Sons, Hoboken, NJ, USA, 6th edition, 2006.
- L. S. Vygotksy, Thought and Language, The MIT Press, Cambridge, Mass, USA, 1986, Original work published in 1934.
- C. S. Lidz, Practitioner’s Guide to Dynamic Assessment, Guilford Press, New York, NY, USA, 1991.
- R. J. Sternberg and E. L. Grigorenko, Dynamic Tesing: The Nature and Measurement of Learning Potential, Cambridge University Press, Cambridge, UK, 2002.
- OECD, Students With Disabilities, Learning Difficulties and Disadvantages: Statistics and Indicators, OECD Publishing, 2005.
- R. Reid, J. E. Gonzalez, P. D. Nordness, A. Trout, and M. H. Epstein, “A meta-analysis of the academic status of students with emotional/behavioral disturbance,” Journal of Special Education, vol. 38, no. 3, pp. 130–143, 2004.
- P. Mooney, M. H. Epstein, R. Reid, and J. R. Nelson, “Status of and trends in academic intervention research for students with emotional disturbance,” Remedial and Special Education, vol. 24, no. 5, pp. 273–287, 2003.
- American Psychological Association, Diagnostic and Statistical Manual of Mental Disorders, American Psychological Association, Washington, DC, USA, 4th edition, 2000.
- T. Humphries, “Attention-deficit/hyperactivity disorder,” in A Comprehensive Guide to Intellectual and Developmental Disabilities, I. Brown and M. Percy, Eds., pp. 295–307, Paul H Brookes Publishing, Baltimore, Md, USA, 2007.
- X. Luo and X. Li, “Memory and learning abilityof children with ADHD,” Chinese Mental Health Journal, vol. 17, no. 3, pp. 188–190, 2003.
- A. C. Kalff, L. M. J. de Sonneville, P. P. M. Hurks et al., “Low- and high-level controlled processing in executive motor control tasks in 5-6-year-old children at risk of ADHD,” Journal of Child Psychology and Psychiatry and Allied Disciplines, vol. 44, no. 7, pp. 1049–1057, 2003.
- T. Sigi Hale, S. Bookheimer, J. J. McGough, J. M. Phillips, and J. T. McCracken, “Atypical brain activation during simple & complex levels of processing in adult ADHD: an fMRI study,” Journal of Attention Disorders, vol. 11, no. 2, pp. 125–140, 2007.
- K. A. Barnes, J. H. Howard Jr., D. V. Howard et al., “Intact implicit learning of spatial context and temporal sequences in childhood autism spectrum disorder,” Neuropsychology, vol. 22, no. 5, pp. 563–570, 2008.
- I. L. J. Noens and I. A. V. Berckelaer-Onnes, “Captured by details: sense-making, language and communication in autism,” Journal of Communication Disorders, vol. 38, no. 2, pp. 123–141, 2005.
- K. W. Fischer, “A theory of cognitive development: the control and construction of hierarchies of skills,” Psychological Review, vol. 87, no. 6, pp. 477–531, 1980.
- K. W. Fischer and N. Granott, “Beyond one-dimensional change: parallel, concurrent, socially distributed processes in learning and development,” Human Development, vol. 38, pp. 302–314, 1995.
- K. W. Fischer and R. Corrigan, “A skill approach to language development,” in Language Behavior in Infancy and Early Childhood, R. Stark, Ed., pp. 245–273, Elsevier, Amsterdam, The Netherlands, 1981.
- M. Schwartz and K. W. Fischer, “Building general knowledge and skill: cognition and microdevelopment in science learning,” in Cognitive Developmental Change: Theories, Models, and Measurement, A. Demetriou and A. Raftopoulos, Eds., pp. 157–185, Cambridge University Press, Cambridge, UK, 2004.
- Z. Yan and K. W. Fischer, “Always under construction—dynamic variations in adult cognitive microdevelopment,” Human Development, vol. 45, no. 3, pp. 141–160, 2002.
- N. Granott and J. Parziale, “Microdevelopment: a process-oriented perspective for studying development and learning,” in Micro Development: Transition Processes in Development and Learning, N. Granott and J. Parziale, Eds., pp. 1–28, Cambridge University Press, Cambridge, Mass, USA, 2002.
- R. S. Siegler, “Microgenetic analyses of learning,” in Handbook of Child Psychology: Volume 2: Cognition, Perception, and Language, W. Damon, R. M. Lerner, D. Kuhn , and R. S. Siegler, Eds., pp. 464–510, John Wiley & Sons, Hoboken, NJ, USA, 6th edition, 2006.
- J. Bos and H. Steenbeek, Mediacoder, A Simple Application For Coding Behavior within Media Files, University of Groningen, Groningen, The Netherlands, 2007.
- P. van Geert and M. van Dijk, “Ambiguity in child language: the problem of interobserver reliability in ambiguous observation data,” First Language, vol. 23, no. 3, pp. 259–284, 2003.
- J. B. Todman and P. Dugard, Single-Case and Small-N Experimental Designs: A Practical Guide To Randomization Tests, Lawrence Erlbaum Associates, Mahwah, NJ, USA, 2001.
- P. Van Geert, H. Steenbeek, and S. Kunnen, “Monte Carlo techniques: statistical simulation for developmental data,” in A Dynamical Systems Approach to Adolescent Development, S. Kunnen, Ed., pp. 43–53, Psychology Press, Hove, UK, 2012.
- T. Baguley, “Can we be confident in our statistics?” The Psychologist, vol. 25, pp. 128–129, 2012.
- C. C. Ayoub, E. O'Connor, G. Rappolt-Schlichtmann et al., “Cognitive and emotional differences in young maltreated children: a translational application of dynamic skill theory,” Development and Psychopathology, vol. 18, no. 3, pp. 679–706, 2006.
- C. R. Cooper, S. M. Baum, and T. W. Neu, “Developing scientific talent in students with special needs. An alternative model for identification, curriculum, and assessment,” Journal of Secondary Gifted Education, vol. 15, no. 4, pp. 162–169, 2004.
- P. Almond, P. Winter, R. Cameto et al., “Technology-enabled and universally designed assessment: considering access in measuring the achievement of students with disabilities—a foundation for research,” Journal of Technology, Learning, and Assessment, vol. 10, no. 5, pp. 1–52, 2010.
- R. P. Dolan and T. E. Hall, “Universal design for learning: implications for large scale assessment,” IDA Perspectives, vol. 27, no. 4, pp. 22–25, 2001.
- U.S. Public Health Service , Report of the Surgeon General’s Conference on Children’s Mental Health: A National Action Agenda, Department of Health and Human Services, Washington, DC, USA, 1999, http://www.surgeongeneral.gov/topics/cmh/childreport.html.