Apprendre en parlant : utiliser le multimédia pour améliorer le développement d'explications scientifiques chez les élèves neurodivergents

Titre original en anglais : Learning by Talking: Using Multimedia to Enhance Science Explanation Development of Neurodivergent Students

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VanUitert, V. J., Millirons, E., Coleman, O. F., & Kennedy, M. J. (2024). Learning by Talking: Using Multimedia to Enhance Science Explanation Development of Neurodivergent Students. Journal of Special Education Technology, 39(3), 403-418. https://doi.org/10.1177/01626434241257228

Date de publication: 31/05/2024 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
4
Auteur·ices de la publication identifié·es comme autistes
1 / 4 (25,0 %)
  1. Victoria J. VanUitert *
  2. Emily Millirons
  3. Olivia Fudge Coleman
  4. Michael J. Kennedy

Résumé

Devenir compétent dans le discours scientifique, tel que l'argumentation ou l'élaboration d'explications, peut être difficile pour les élèves, y compris les élèves neurodivergents (p. ex., les élèves autistes, les élèves ayant des troubles des apprentissages, les élèves atteints de TDAH). Les élèves doivent s'exercer à élaborer des arguments et des explications ainsi qu'à partager leurs conclusions avec d'autres ; cependant, ces occasions ne se présentent pas régulièrement. L'utilisation de la technologie multimédia semble prometteuse comme moyen attrayant et efficace de soutenir l'apprentissage des élèves et la discussion de sujets et de phénomènes scientifiques. Cette étude a examiné l'utilisation d'une présentation multimédia appelée Dialogic Instruction for Argumentative Learning in Science (DIALS) pour aider des élèves neurodivergents de la fin de l'école élémentaire à fournir des réponses complètes à des questions scientifiques. DIALS propose à l'élève une investigation structurée par l'enquête, dans laquelle il apprend un phénomène en réalisant des expériences animées étayées, en apprenant explicitement à élaborer un argument et à répondre aux conclusions des autres, et en apprenant des informations de contenu pertinentes pour soutenir l'élaboration de son argumentation et de ses explications. Une approche de plan à traitements alternés adapté a été utilisée dans cette étude. Les phénomènes explorés ont été contrebalancés entre trois options : DIALS, des leçons de comparaison PowerPoint ou des diapositives de sondage de contrôle. Les résultats de cette étude sont prometteurs quant à l'utilisation de DIALS pour améliorer la formulation de réponses complètes des élèves aux questions et la fourniture d'affirmations de qualité expliquant pourquoi ils pensent que les phénomènes se produisent. Les implications des résultats sont examinées.

Becoming proficient in scientific discourse such as argumentation or developing explanations can be challenging for students, including neurodivergent students (e.g., autistic students, students with learning disabilities, students with ADHD). Students need to practice developing arguments and explanations as well as sharing their conclusions with others; however, these opportunities do not regularly occur. The use of multimedia technology shows promise in being an engaging and effective way to support student learning and discussion of science topics and phenomena. This study investigated the use of a multimedia presentation called Dialogic Instruction for Argumentative Learning in Science (DIALS) in supporting upper-elementary neurodivergent students to provide complete responses to science questions. DIALS provides a structured inquiry investigation to the student in which they learn about a phenomenon through completing scaffolded animated experiments, explicitly learning how to develop an argument and respond to others conclusions, and learning relevant content information to support their argument and explanation development. An adapted alternating treatments design approach was used in this study. The phenomena explored were counterbalanced between three options: DIALS, PowerPoint comparison lessons, or control probe slides. Results from this study show promise in the use of DIALS in enhancing student complete responding to questions and providing quality claims for why they think phenomena occur. Implications for the findings are discussed.

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Références citées
64
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
2 / 64 (3,1 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
2 / 187 (1,1 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 2 / 8 (25,0 %). Auteurices cité·es distinct·es identifié·es comme autistes : 2 / 162 (1,2 %).
Occurrences citées rattachées à la base AutiHub
8 / 187 (4,3 %)
Auteurices cité·es distinct·es rattaché·es : 7 / 162 (4,3 %)
Occurrences rattachées, non identifiées comme autistes
6 / 8 (75,0 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 6 / 187 (3,2 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 5 / 7 (71,4 %).
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