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

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dc.citation.firstpage2052
dc.citation.issueNumber12
dc.citation.journalTitleJournal of Chemical Education
dc.citation.lastpage2057
dc.citation.volumeNumber93
dc.contributor.authorStender, Anthony S.
dc.contributor.authorNewell, Ryan
dc.contributor.authorVillarreal, Eduardo
dc.contributor.authorSwearer, Dayne F.
dc.contributor.authorBianco, Elisabeth
dc.contributor.authorRinge, Emilie
dc.date.accessioned2017-02-06T16:00:52Z
dc.date.available2017-02-06T16:00:52Z
dc.date.issued2016
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.
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.
dc.identifier.doihttp://dx.doi.org/10.1021/acs.jchemed.6b00461
dc.identifier.urihttps://hdl.handle.net/1911/93845
dc.language.isoeng
dc.publisherAmerican Chemical Society
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.
dc.subject.keywordgeneral public
dc.subject.keywordhigh school/introductory chemistry
dc.subject.keywordpublic understanding/outreach
dc.subject.keywordlaboratory instruction
dc.subject.keywordhands-on learning/manipulatives
dc.subject.keywordmaterials science
dc.subject.keywordlaboratory equipment/apparatus
dc.subject.keywordsolids
dc.titleCommunicating Science Concepts to Individuals with Visual Impairments Using Short Learning Modules
dc.typeJournal article
dc.type.dcmiText
dc.type.publicationpost-print
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