Jane Essex, Inclusive and Accessible Secondary Science: How to Teach Science Effectively to Students with Additional or Special Needs, Routledge, 2023; 133 pp.: ISBN: 978-1-00316-781-5

  • Elisabeth Hofer Department for Science Education, Leuphana University Lüneburg, Germany
DOI: https://doi.org/10.26529/cepsj.1875
Keywords: book review, teaching science, Students with Additional or Special Needs

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References

Biggs, J. B. & Collis, K. F. (1982). The psychological structure of creative writing. Australian Journal of Education, 26(1). https://doi.org/10.1177/000494418202600104

Roberts, D. A., & Bybee, R. W. (2014). Scientific Literacy, Science Literacy, and Science Education. In N. G. Lederman, & S. K. Abell (Eds.), Handbook of Research on Science Education (pp. 545–558). Routledge.

Shayer, M., & Adey, P. (2002). Learning intelligence: Cognitive acceleration across the curriculum for 5 to 15 years. Open University Press.

Stinken-Rösner, L., Rott, L., Hundertmark, S., Baumann, Th., Menthe, J., Hoffmann, Th., Nehring, A. & Abels, S. (2020). Thinking Inclusive Science Education from two Perspectives: Inclusive Pedagogy and Science Education. RISTAL, 3, 30–45. https://doi.org/10.23770/rt1831

Published
2024-03-29
How to Cite
Hofer, E. (2024). Jane Essex, Inclusive and Accessible Secondary Science: How to Teach Science Effectively to Students with Additional or Special Needs, Routledge, 2023; 133 pp.: ISBN: 978-1-00316-781-5. Center for Educational Policy Studies Journal, 14(1), 247-251. https://doi.org/10.26529/cepsj.1875
Issue
Vol 14 No 1 (2024): Diversity in Science Towards Social Inclusion
Section
REVIEW

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