Communicating Science Concepts to Individuals with Visual Impairments Using Short Learning Modules

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dc.citation.firstpage2052en_US
dc.citation.issueNumber12en_US
dc.citation.journalTitleJournal of Chemical Educationen_US
dc.citation.lastpage2057en_US
dc.citation.volumeNumber93en_US
dc.contributor.authorStender, Anthony S.en_US
dc.contributor.authorNewell, Ryanen_US
dc.contributor.authorVillarreal, Eduardoen_US
dc.contributor.authorSwearer, Dayne F.en_US
dc.contributor.authorBianco, Elisabethen_US
dc.contributor.authorRinge, Emilieen_US
dc.date.accessioned2017-02-06T16:00:52Zen_US
dc.date.available2017-02-06T16:00:52Zen_US
dc.date.issued2016en_US
dc.description.abstractOf the 6.7 million individuals in the United States who are visually impaired, 63% are unemployed, and 59% have not attained an education beyond a high school diploma. Providing a basic science education to children and adults with visual disabilities can be challenging because most scientific learning relies on visual demonstrations. Creating resources to help teachers and service organizations better communicate science is thus critical both to the education of sighted students as well as to the continuing education of individuals with blindness or low vision (BLV). Here, 4 new scientific learning activities that last 5–15 min each are described. These simple exercises are designed to educate the general public, including both those who are sighted and those with BLV. The modules use tactile and auditory approaches to convey basic concepts including the metric system, material strength and deformation, transparency, and the electromagnetic spectrum. These modules were tested on 20 adults with BLV during a science outreach event. Answers to learning assessment questions indicate that the modules conveyed information about the scientific concepts presented and increased an interest in science for most participants.en_US
dc.identifier.citationStender, Anthony S., Newell, Ryan, Villarreal, Eduardo, et al.. "Communicating Science Concepts to Individuals with Visual Impairments Using Short Learning Modules." <i>Journal of Chemical Education,</i> 93, no. 12 (2016) American Chemical Society: 2052-2057. http://dx.doi.org/10.1021/acs.jchemed.6b00461.en_US
dc.identifier.doihttp://dx.doi.org/10.1021/acs.jchemed.6b00461en_US
dc.identifier.urihttps://hdl.handle.net/1911/93845en_US
dc.language.isoengen_US
dc.publisherAmerican Chemical Societyen_US
dc.rightsThis is an author's peer-reviewed final manuscript, as accepted by the publisher. The published article is copyrighted by the American Chemical Society.en_US
dc.subject.keywordgeneral publicen_US
dc.subject.keywordhigh school/introductory chemistryen_US
dc.subject.keywordpublic understanding/outreachen_US
dc.subject.keywordlaboratory instructionen_US
dc.subject.keywordhands-on learning/manipulativesen_US
dc.subject.keywordmaterials scienceen_US
dc.subject.keywordlaboratory equipment/apparatusen_US
dc.subject.keywordsolidsen_US
dc.titleCommunicating Science Concepts to Individuals with Visual Impairments Using Short Learning Modulesen_US
dc.typeJournal articleen_US
dc.type.dcmiTexten_US
dc.type.publicationpost-printen_US
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