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Narrative Inquiry on the Teaching of STEM to Blind High School Students

Engineering Education Department, Utah State University, 4105 Old Main Hill, Logan, UT 84322-4160, USA
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Educ. Sci. 2017, 7(4), 89; https://doi.org/10.3390/educsci7040089
Received: 31 October 2017 / Revised: 20 November 2017 / Accepted: 8 December 2017 / Published: 12 December 2017
(This article belongs to the Special Issue Teaching and Learning in STEM Education)
This study aimed to elevate the experiences and voices of teachers who led the STEM informal education program summer series: National Federation of the Blind Engineering Quotient (NFB EQ). Through its integration with science, technology, engineering, and math (STEM), NFB EQ opened opportunities from 2013–2016 in Baltimore, Maryland, for 60 blind students (Grades 9–12) to learn about engineering. The purpose of this narrative inquiry study was to understand how teachers foster interest towards STEM among blind students. The participants were two sighted teachers, one blind teacher, one sighted teacher–researcher, and one sighted researcher participant. We collected data in the form of field notes, semi-structured interviews, personal narratives, collective narratives, a focus group discussion, and teaching artifacts. We engaged in conversation analysis and used MAXQDA 12 software for data analysis. Guided by the principles of community of practices and universal design for learning, our results identified the importance of teacher awareness and positionalities in guiding blind students’ inclusion and identity in the STEM classroom. Findings also suggest teachers are in a unique position to allow or prevent inclusive opportunities from occurring in their classrooms. View Full-Text
Keywords: informal STEM learning; high school; special education; community of practice; universal design for learning informal STEM learning; high school; special education; community of practice; universal design for learning
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MDPI and ACS Style

Villanueva, I.; Di Stefano, M. Narrative Inquiry on the Teaching of STEM to Blind High School Students. Educ. Sci. 2017, 7, 89. https://doi.org/10.3390/educsci7040089

AMA Style

Villanueva I, Di Stefano M. Narrative Inquiry on the Teaching of STEM to Blind High School Students. Education Sciences. 2017; 7(4):89. https://doi.org/10.3390/educsci7040089

Chicago/Turabian Style

Villanueva, Idalis, and Marialuisa Di Stefano. 2017. "Narrative Inquiry on the Teaching of STEM to Blind High School Students" Education Sciences 7, no. 4: 89. https://doi.org/10.3390/educsci7040089

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