Article Cite This: J. Chem. Educ. 2019, 96, 1383−1388
pubs.acs.org/jchemeduc
Making Science Accessible to Students with Visual Impairments: Insulation-Materials Investigation Aydin Kizilaslan,* Mustafa Sozbilir, and Seraceddin Levent Zorluoglu Department of Special Education, Agri Ibrahim Cecen University, 04000 Agri, Turkey Department of Mathematics and Science Education, Ataturk University, 25030 Erzurum, Turkey Department of Mathematics and Science Education, Suleyman Demirel University, 32260 Isparta, Turkey
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S Supporting Information *
ABSTRACT: Science education could be made more accessible to students with visual impairments through collaboration and specific adaptation in both the science classrooms and laboratories. For example, by providing simple adaptations or doing some essential modifications, students can gain experience with measuring, balancing, and weighing a variety of materials. Unfortunately, many concepts in science have been found inaccessible to students with visual impairment because of the use of figures, equations, and graphs. An activity was designed to teach the insulation properties of different materials to students who are blind or visually impaired. The activity uses simple, economical, and easily accessible everyday materials to familiarize students with the concepts of heat transfer and insulating properties and the importance of thermal-insulation materials. KEYWORDS: Elementary/Middle School Science, Student-Centered Learning, Hands-On Learning/Manipulatives, Thermodynamics
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INTRODUCTION Using the term “practices” instead of “skills” aims to emphasize that engaging in scientific investigation requires not only skills but also knowledge that is specific to each practice. Engaging in the practices of science helps students understand how scientific knowledge develops; such direct involvement gives them an appreciation of the wide range of approaches that are used to investigate, model, and explain the world.1 A highquality science education means that students will develop an in-depth understanding of content and develop key skills.2,3 Twenty-first century skills are a set of abilities that students need to develop in order to succeed in the information age.3 Students need the ability to solve complex problems in real time and to solve various problems by creative thinking and the use of technology. However, the prominent approach practiced at schools in many countries is a transmission approach in which teachers deliver knowledge to students through lectures and textbooks. In this approach, students are able to receive knowledge; however, they have less opportunity to practice transferring that knowledge to new and different situations and contexts, to communicate it in a more complicated manner, to use it to overcome problems, or to use it as a stage to develop creativity. In order to develop competencies and skills for the 21st century, students need to be equipped with problem-solving, critical-thinking, and information-literacy skills for instruction that promotes the use of science practices.4 Individuals with visual impairment can be considered as legally blind or educationally blind. After all corrective © 2019 American Chemical Society and Division of Chemical Education, Inc.
adjustment, individuals with visual acuity of 20/200 or less (i.e., they cannot see more than 20° of the visual field) are defined as legally blind. After all corrective adjustment, those who have visual acuity between 20/70 and 20/200 are defined as individuals with low vision. According to an educational definition, those who need braille (the braille alphabet) or a similarly tactile alphabet or the use of auditory materials are referred to as educationally blind.5 Visual impairment has a significant impact on development and learning,6 but the notion of limitations and restrictions on the learning experiences of the blind has a tremendous impact on the interaction of the blind child to the external environment, as cognitive behavior is shaped by the limitations of visual input.7,8 These limitations on visual-information processing also affect their perceptions of the environment and their own understandings of cause−effect and the relationships between people and objects.9 Students may also need guided explorations and verbal explanations. These experiences associated with the explorations help students to develop understanding of new concepts and motivate them to explore their environment, which subsequently leads to cognitive and motor development.10 To minimize or eliminate these restrictions, it is important to provide concrete and unifying experiences as well as to encourage students to be a part of the action by “doing”. Many Received: September 22, 2018 Revised: May 10, 2019 Published: May 28, 2019 1383
DOI: 10.1021/acs.jchemed.8b00772 J. Chem. Educ. 2019, 96, 1383−1388
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basic steps (Figure 1). As the first step, students’ learning needs related to thermal-insulation concepts were analyzed through in-class observations and semistructured interviews.
science concepts can be simply developed in students by having them actively participate in classroom activities.11 Hands-on activities for making science accessible to all students with disabilities are safe as long as teachers and students are aware of the potential hazards of the chemicals and heating equipment and take necessary and appropriate precautions and safety measures. Common accommodations for students who are blind or have low vision include magnification devices, print scanners, taped lectures, adaptive lab equipment, alternative print formats, lab assistants, raised lettering, tactile cues, and time extensions for assignments and exams.12 The activity discussed here was designed and developed for visually impaired students with the intent of adapting a lesson on the concept of insulation and familiarizing students with the importance of insulation materials. Students activate prior knowledge by relating real-world situations to the topic at hand as a means of introducing the topic. Furthermore, students are able to clearly provide a rationale for the importance of using thermal-insulation materials in buildings. “Thermal insulation” means the decrease of thermal transmission. Thermal transmission is the transfer of heat from a warmer body to a colder body. That means thermal insulation is the reduction of heat transfer (i.e., transfer of thermal energy between objects of differing temperatures) between objects in thermal contact or in the range of radiative influence. Thermal-insulation materials are specifically designed to reduce heat flow by limiting heat conduction, convection, and radiation.
Figure 1. Steps of the ADDIE model.
For the second step of the ADDIE model, learning objectives were classified according to the revised Bloom’s taxonomy.14 Next Generation Science Standards put forth a new vision of science education in which students engage in science practices to construct explanations (for science) and design solutions (for engineering) to explain phenomena and solve problems (Table 2).15
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ACTIVITY AND MATERIAL-DEVELOPMENT PROCESS The observed sixth-grade classrooms included eight students with visual impairments (Table 1). Among the students, some
Table 2. Application of Education Standards Sourcea MS-PS3 Energy
Table 1. Demographics of Students in the Sample Student Identifier
Gender
Age, Years
Visual Acuity
S1
Female
13
Blind
S2
Female
15
S3
Female
14
S4
Male
14
S5
Male
13
S6
Male
12
S7
Male
13
Low vision Low vision Low vision Low vision Low vision Blind
S8
Male
15
Blind
Mobility Training
Uses Reading Aids
Receives training No training
No
No training
Yes
No training
No
No training
No
No training
No
Receives training No training
No
Science and Engineering Practices
Yes a
Learning Objectives Applying scientific principles to design, construct, and test a device that either minimizes or maximizes thermal-energy transfer (conceptual knowledge/understanding dimension)b Developing and use models Modeling in 6−8 builds on K−5 and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Developing a model to describe unobservable mechanisms (MS-PS3-2)
See ref 15. bSee ref 14.
During the second step, the activity and related instructional materials (instructor guide and student handouts) were designed and developed. A guide for this activity can be found in the Supporting Information. For establishing relationships with everyday life, conceptual familiarity between activities and real life was considered in the way that the materials are used in daily life. The instructor guide was designed to be a comprehensive tool for facilitating the activity. Handouts basically include the directives on what will be done during the activity. In addition, an interview form was designed and developed to determine the students’ opinions about the activity, to assess the effectiveness of the activity, and to measure the efficacy of the instruction materials. At the implementation stage, the instructional materials and activity were implemented at the school the visually impaired students attended. In the third step, the effectiveness of the activity was analyzed.
No
had low vision and some were blind. One of the blind students was congenitally blind, whereas the others were adventitiously blind. The age range of the sample group was 12−15 years. Two of the students with low vision received orientation and mobility training. The ADDIE model, which is a generic instructional model that provides an organized process for developing instructional materials,12 was used for the survey. The stages in the ADDIE model consist of analysis, design, development, implementation, and evaluation;13 these stages are organized into three 1384
DOI: 10.1021/acs.jchemed.8b00772 J. Chem. Educ. 2019, 96, 1383−1388
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PROCEDURE At the beginning of the lesson, students’ prior knowledge relating to heat conduction and heat transmission were activated by brainstorming. Activation of prior knowledge has long been considered to be the most important factor influencing new learning and student achievement.16 After activating prior knowledge, activity handouts were given to the students (see the Supporting Information). The handout was prepared in Century Gothic font, using double-line spacing and at least 18-point type size for students with low vision. Century Gothic font was identified as the most readable font for students with low vision.17 A braille version of this material was produced for blind students. Materials
The materials included the following: Eight storage containers with lids (large enough to hold the jars used and the padding materials) Eight jars with lids Pieces of polystyrene board Waste paper Cotton balls Fabric scraps Sand Fiber balls Sponge Sawdust Two digital talking thermometers Water kettle or covered pan to boil water
Figure 2. Example of a talking thermometer that provides an audio reading of the temperature measured.
With the teacher ready to assist, students follow the step-bystep procedure on the activity handout (see the Supporting Information). The jars are surrounded with thermal-insulation materials after being placed in the storage container. The teacher boils water and fills the jars with hot water (Figure 3). The initial temperature of the water is measured by the students with a talking thermometer, and the jars and storage containers are covered for 15 min.
Steps for This Activity
Starting with an empty jar and a storage container, students chose a padding material and place the padding material under and around the jar in the storage container. (See the eight suggested padding materials in the list above.) Hot water was added to each jar by the teacher. Using the digital talking thermometers, students noted the initial temperature of the water in the jar and then closed the jar and storage container. After 15 min, students open the jars and noted the final temperature of the water in each with a digital talking thermometer. (See Student Handout 1 in the Supporting Information.)
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HAZARDS The hot water should be placed in a location where students cannot pull it off the worktop or trip over a power cord, and students should be warned about the hazards of hot water. It would be more appropriate for the teacher to fill the jars with the hot water. Students should be cautioned about any potentially hot heating elements and electrical hazards.
Figure 3. Implementation of the activity: pouring hot water into jars positioned inside a larger storage container and surrounded by insulating material.
A temperature-analysis table is filled out by students with the teacher’s help (Table 3). Using inquiry questions, the teacher leads students in a discussion about the estimated difference between the initial and final temperatures of the water in the jars. The reasons for these differences are argued through inquiry and focus on the insulation materials. In the authors’ experience of an iteration of this activity, the students had had previous instruction related to heat conduction and heat insulation, and so they joined in brainstorming effectively. Students were able to conceptually explain the differences between heat insulation and heat conduction. However, they were not able to suggest explicit conclusions as to why the thermal-insulation materials did not convey heat. Thus, we designed and developed an activity handout that met the students’ unique needs (in braille or large
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OBSERVATIONS AND CLASS DISCUSSION The activity uses simple, economical, and easily accessible everyday materials. The teacher explains the aim of the activity to students as “we will learn about thermal insulation and learn how insulating material prevents thermal transfer” before distributing the handouts. Then, the activity materials, including the storage containers, jars, talking thermometer (Figure 2), and thermal-insulation materials, are given to the students individually so they can recognize each material by touch. A storage container is given to each student and students are asked to choose which thermal-insulation material they prefer. 1385
DOI: 10.1021/acs.jchemed.8b00772 J. Chem. Educ. 2019, 96, 1383−1388
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Table 3. Change in Water Temperature Resulting from Heat Transfer Temperature, °C Insulation Material
Initial
Final
Difference
Polystyrene board Scrap paper Cotton balls Fabric scraps Sand Fiber balls Sponge Sawdust
93.8 93.8 93.8 93.8 93.8 93.8 93.8 93.8
68.1 68.0 69.1 67.1 45.3 68.0 67.7 58.2
25.7 25.8 24.7 26.7 48.5 25.8 26.1 35.6
print) in providing further background information; this was distributed to students after brainstorming (Figure 4).
Figure 5. Emprint Spotdot Braille embosser used to create braille graphics.
Figure 4. Schematic diagram showing heat transfer between two objects until thermal equilibrium is reached. (For background information on thermal insulation, see the Supporting Information, Student Handout 3.)
Figure 6. Example printout of a braille document with an embossed graphic of the diagram in Figure 5 for blind students.
Using the Emprint Spotdot Braille Embosser (Figure 5), braille graphics for the blind students were printed (Figure 6). Student Handout 3 in the Supporting Information provides background information on thermal insulation, heat transfer, the basic principle of thermal-insulation materials, an example of how thermal materials prevent heat transfer, and why thermal-insulation materials have small air gaps in their inner structures (Figure 4). Two main results are obtained after reading and discussing the information in Student Handout 3 in the Supporting Information. One of the main conclusions reached is that materials used for thermal insulation must have very low heat conductivity to be efficient. Another is that the molecules in a solid are closer together than molecules in liquid or gas phase, so solid-phase molecules can transfer heat from one to another
faster, whereas gases are poorer at heat conduction than solids or liquids. After the class discussion, the covers are opened and the final temperatures of the water in the jars are measured by the talking thermometer for the blind students (Figure 7). Those students with low vision might be able to measure the water temperatures of their jars using the digital display of the thermometer. The entire data set is then recorded by the teacher and read aloud. In our setting, two students questioned why the decrease in temperature with sand as an insulator was higher than that with fiber or cotton. Two other students focused only on which thermal-insulator material was the best heat insulator. These students could not focus on the function of the gas-insulated equipment, which possesses poor thermalconduction properties compared with those of liquids and solids. 1386
DOI: 10.1021/acs.jchemed.8b00772 J. Chem. Educ. 2019, 96, 1383−1388
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In discussion with students, they determined that these are some common properties of insulation materials used to make buildings energy efficient (see the Supporting Information, Student Handout 5). For the most benefit, insulation materials should be • Harmless to the environment • Economical • Light • Nonflammable • Easy to apply • Resistant to degradation and decay for a long time • Resistant to acid and acid rain • Elastic • Resistant to insects and microorganisms • Slow to wear or rust
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RESULTS One week after doing this activity with the students, we visited their school again and used interviews with individual students to evaluate the activity and students’ learning. Questions were asked relating to thermal insulation and examples of insulator and insulation properties of different materials. Students’ answers were coded as “know”, 2; “partially know”, 1; and “do not know”, 0. The coded responses indicated that students achieved 75% success. Two students received the highest possible score. Overall, considering the results, it can be concluded that the students were successful. Some of the analysis-interview responses are excerpted here.
Figure 7. Student using a digital talking thermometer to measure the water temperature in the jar.
Guiding Questions
By asking in-depth questions, including these guiding questions, the discussion can focus on key concepts demonstrated by doing this activity: 1. Why are the final temperatures of water in the jars different from each other? 2. On the basis of the data, which material turned out to be the best insulator? Why? 3. On the basis of the data, which material turned out to be the worst insulator? Why? 4. Why should a house be insulated? 5. On the basis of the data, if you want to insulate your house, which thermal-insulation material should you choose? Students reached the following conclusion after the last handout was distributed: heat energy tends to move from hotter areas to cooler areas. The insulation provided by the insulating materials used in homes and work places contributes to the reduction of energy consumption (25−50% fuel savings may be obtained), the protection of natural resources and their balance, and a country’s economy. In addition, because less fuel is burned to heat and cool places that have thermal insulation, less carbon dioxide and other harmful gases are emitted into the atmosphere, thus reducing the greenhouse effect and preventing global warming. In addition to the use of materials that provide thermal insulation in buildings, thermalinsulation materials provide both thermal insulation and energy savings in the construction of buildings. For example, on a cold day, the warmth inside a house can escape through a crack under a window or through thin walls to the outdoors. On a hot day, the heat outside can enter an air-conditioned home through the same crack. This means that some of the energy used to heat or cool the home is being wasted. This energy waste can be stopped by installing proper insulation. Insulation is any material that blocks or reduces the flow of heat energy. Some materials are more effective insulators than others. The best insulating material for a home or a building keeps most of the heat in during cold weather and most of the heat out during hot weather. To conserve energy and to control temperature, insulation is used in attics, exterior walls, basements, and crawl spaces. Insulation is also wrapped around hot water heaters and pipes to prevent heat from escaping and to reduce the amount of energy required to heat the water.
Example Student Definitions of Thermal Insulation
During the interview, students were asked, “What does thermal insulation mean?” Two responses are typical of the correct responses: “Material that does not transmit heat well is called a thermal insulator. For example, if I hold something in my hand but this doesn’t warm up my hand that means it is made with a thermal insulator material.” [S5] “A thermal insulator can protect us from the heat of something.” [S7] Partially right responses include these: “Something that is a thermal insulator.” [S8] “I don’t know. It is called polystyrene board in buildings.” [S2] Example Student Explanations of How Thermal Insulation Is Used in Buildings
Students were also asked, “How is thermal insulation provided in buildings?” Correct responses included these two: “By placing polystyrene board between the walls, or by using double-glazed windows.” [S5] “Thermal insulation in the buildings occurs on the walls. We cover the walls of buildings.” [S7] Examples of partially right responses to this question include these: “They are tiling from the outside.” [S8] “I don’t know. It is called polystyrene board in buildings.” [S2] Example Student Recall of Thermal-Insulation Materials
Finally, students were asked, “What are some thermal insulation materials?” Correct responses (listing more materials) included these two: 1387
DOI: 10.1021/acs.jchemed.8b00772 J. Chem. Educ. 2019, 96, 1383−1388
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“Thermal insulation materials are fabric, polystyrene board, glass loose-fill wool, silicone.” [S5] “Cotton, double-glazed windows, perforated walls.” [S7] Partially right (listing fewer materials) example responses to this question include these: “Polystyrene board, glass loose-fill wool.” [S8] “Insulation materials at the same time are heat insulation materials; for example, polystyrene board, sand, doubleglazing, concrete.” [S2]
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CONCLUSION Visually impaired children are often developmentally delayed in topics of conservation of substance, weight, length, volume, and liquids. This delay also results in a delay in perception, fine motor skills, and gross motor development.18,19 Science education is essential to personal development of students when viewed from the perspective of developing their tactual exploration and fine motor skills through the exploration and manipulation of real materials. There are many ways to encourage these students to become familiar with scientific knowledge. We prepared a science activity for visually impaired students with materials used in everyday life, demonstrating that science can be made accessible with low-cost and tactile materials and that the obstacles science teachers face can be overcome.19−21 Performing activities with everyday materials provides teachers with more independent and motivating science lessons. Helping students enables them to feel valued in the classroom, which results in active participation in the science lesson and leads to more positive attitudes about science. Preparing and offering science activities in line with the individual needs of students can be done simply and effectively.
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ASSOCIATED CONTENT
S Supporting Information *
The Supporting Information is available on the ACS Publications website at DOI: 10.1021/acs.jchemed.8b00772. Notes for instructors, lesson overview, and student handouts (PDF, DOCX)
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AUTHOR INFORMATION
Corresponding Author
*E-mail:
[email protected]. ORCID
Mustafa Sozbilir: 0000-0001-6334-9080 Notes
The authors declare no competing financial interest.
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ACKNOWLEDGMENTS This study was funded by the Scientific and Technological Research Council of Turkey by Grant #114 K725. The authors would like to thank the teachers and students who voluntarily participated in this study.
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REFERENCES
(1) National Research Council. A Framework for K−12 Science Education: Practices, Crosscutting Concepts, and Core Ideas; The National Academies Press: Washington, DC, 2012. (2) Fantin, D.; Sutton, M.; Daumann, L. J.; Fischer, K. F. Evaluation of Existing and New Periodic Tables of the Elements for the 1388
DOI: 10.1021/acs.jchemed.8b00772 J. Chem. Educ. 2019, 96, 1383−1388
