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Remedial and Special Education
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Correlates of Inquiry Learning in Science

Constructing Concepts of Density and Buoyancy

Margo A. Mastropieri

School of Education at George Mason University, mmastrop{at}gmu.edu

Thomas E. Scruggs

School of Education at George Mason University

Richard Boon

George Mason University

Karen Butcher Carter

Wayne Township Public Schools in Indianapolis, Indiana

This investigation was intended to identify variables associated with learning in an inquiry-oriented approach to the study of density and buoyancy, and it included students with and without high-incidence disabilities. Variables examined included academic achievement, IQ, preconceptions of buoyancy, and scientific predictions. It was found that preconceptions, scientific predictions, and academic achievement measures were not predictive of task performance. However, grade level and IQ were strongly related to performance. Group comparisons involving higher and lower IQ groups of students with high-incidence disabilities revealed that the higher IQ group performed similarly to a group of normally achieving students, whereas the lower IQ group was significantly different from the other two groups. Implications for practice are discussed.

Remedial and Special Education, Vol. 22, No. 3, 130-137 (2001)
DOI: 10.1177/074193250102200301
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M. A. Mastropieri, T. E. Scruggs, J. J. Norland, S. Berkeley, K. McDuffie, E. H. Tornquist, and N. Connors
Differentiated Curriculum Enhancement in Inclusive Middle School Science: Effects on Classroom and High-Stakes Tests
Journal of Special Education, November 1, 2006; 40(3): 130 - 137.
[Abstract] [PDF]