Ringkasan Artikel "Conceptual Understanding of Geological Concepts by Students With Visual Impairements" Oleh Wild, Hilson, & Farrand

Artikel ini menggunakan teori socialcultural yang dapat dilihat dari interaksi siswa dengan kurator (p. 224). Selain itu, teori Brofonbrenner juga terlihat pada artikel ini yaitu karena siswa belajar dengan bantuan dari ekosistem. Hal ini nampak pada penjelasan penulis pada halaman 222 yaitu "However, these students may have limited experience in informal settings due to transportation issues, family funds, or health services schedules. Melber and Brown (2008) suggest informal learning experiences in curricula for students with disabilities can be used as science-enrichment experiences to support formal classroom instruction".

student with visual impairment

sumber: https://studentequity.dpsk12.org/vision-services/

Pengetahuan didapatkan dari mencari tahu sendiri atas jawaban suatu permasalahan yaitu dengan learning it directly outside school hours and interacting with experts/ curators immediately. Penulis menjelaskannya pada halaman 229 yaitu "One week of inquiry-based lessons was not enough support or time for the students to apply new learning to theirexisting knowledge and reorganize their understanding to become wholly scientific".

Belajar distimulus dengan cara to experience active learning in an environment outside of their comfort zone (p. 225). Sedangkan, teaching understood by giving students the opportunity to discover the answer by themselves and paying attention to the whole ecosystem such as transportation to support students with visual impairment. Authors menjelaskan tentang teknik mengajar yang digunakan dengan menuliskan "Inquiry-based instructional techniques have been reported for teaching the concepts of scale, environmental science, seasonal change, space, and sound to students with visual impairment".

Dengan demikian, cara terbaik untuk mengumpulkan data adalah dengan field notes, video recording, and semistructured interview. Field notes and video recording sangat bermanfaat dalam mencatat kegiatan siswa selama proses inquiry-based lessons. Semistructured interview berguna untuk memahami lebih mendalam perihal proses kognitif yang terjadi selama proses pembelajaran. 

Referensi

References:

Wild, T. A., Hilson, M. P., & Farrand, K. M. (2013). Conceptual understanding of geological concepts by students with visual impairements. Journal of Geoscience Education, 61(2), 222–230. https://doi.org/10.5408/12-379.1