Science teaching for students with Autism Spectrum Disorder: what the national literature suggests
DOI:
https://doi.org/10.33448/rsd-v11i8.31174Keywords:
Autism Spectrum Disorder; Science Education; Integrative Literature Review; Evidence based practice.Abstract
This article reports the results found in an integrative literature review on techniques and methodological procedures, currently used in Science Education (SE), in Brazil, for students diagnosed with Autism Spectrum Disorder (ASD). The research work consisted of searching, grouping, and analyzing scientific articles, according to previously established inclusion criteria. The articles were retrieved from electronic databases using the descriptors aligned with the general objective of the study. The problem that gave rise to the present research refers to the lack of investigations of this nature, conducted in Brazil and which aim to consolidate what is advocated by Evidence-Based Practice (EBP). The nine studies identified were published between 2016 and 2021, had non-experimental natures, involved students diagnosed with ASD, included in regular Elementary, Middle and High school settings, as well as Special Education environments. In this context, a variety of science contents was detected, including specific topics in Biology, Chemistry and Physics. The results of this review indicated the prevalence of simultaneously using different pedagogical strategies for teaching science, with emphasis on the use of visual resources, didactic games, and practical activities. Despite the research data reporting the positive effects of the implemented practices, these results must be interpreted with caution. Limited reference to the current international literature on EBP for CE associated with poor description of the teaching methods, participant characteristics as well as in the dependent variables under investigation were identified.
References
Apanasionok, M. M., Hastings, R. P., Grindle, C. F., Watkins, R. C., & Paris, A. (2019). Teaching science skills and knowledge to students with developmental disabilities: A systematic review. Journal of Research in Science Teaching, 56(7), 847-880. https://doi.org/10.1002/tea.21531
Ayres, A. C. M., & Selles, S. E. (2012). História da formação de professores: diálogos com a disciplina escolar ciências no ensino fundamental. Ensaio Pesquisa Em Educação Em Ciências (Belo Horizonte), 14, 95–107. https://doi.org/10.1590/1983-21172012140206
Barnett, J. H., Frankel, A. J., & Fisher, K. W. (2018). Systematic review of evidence-based interventions in science for students with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 53(2), 128-145. https://experts.illinois.edu/en/publications/systematic-review-of-evidence-based-interventions-in-science-for.
Brasil. (2018). Ministério da Educação. Base Nacional Comum Curricular. Brasília. http://basenacionalcomum.mec.gov.br/abase/
Borges, A. D. A. D. (2021). Ensino de física e autismo: articulações no ensino médio. https://doi.org/10.14393/ufu.di.2021.23
Carvalho, A. M. P de. (2013). O ensino de ciências e a proposição de sequencias de ensino investigativas. In: CARVALHO, A. M. P. de (Org.). Ensino de ciências por investigação: condições para implementação em sala de aula. São Paulo: Cengage Learning.
Cesar, K. K. F. A., Oliveira, L. A. de, Araújo, L. G., Soares, R. M. L. F., & Soares, C. R. G. (2020). Materiais didáticos para o ensino aprendizado de alunos com autismo do ensino fundamental em escola pública. Experiências Em Ensino de Ciências, 15(02), 597–604. https://fisica.ufmt.br/eenciojs/index.php/eenci/article/view/744
Cunha, R. B. (2017). Alfabetização científica ou letramento científico?: interesses envolvidos nas interpretações da noção de scientific literacy. Revista Brasileira de Educação, 22, 169–186. https://doi.org/10.1590/S1413-24782017226809
Fonseca, M. A., Hardoim, E. L., Mansilla, D. E. P., & Fonseca, J. S. (2021). A sala de recursos multifuncional para inclusão dos alunos autistas no ensino de ciências naturais / The multifunctional resource room for inclusion of autistic students in the teaching of natural sciences. Brazilian Journal of Development, 7(6), 56863–56876. https://doi.org/10.34117/bjdv7n6-205
Gonçalves, N. T. L P., Kauark, F. S., Filho Nunes, C.F. (2020). O ensino de ciências para autistas The Teaching of Sciences for Autistics. https://if.ufmt.br/eenci/artigos/Artigo_ID690/v15_n1_a2020.pdf
Holdbrook, J., Rannikmae, M. (2007). Nature of science education for enhancing scientific literacy. International Journal of Science Education. 29(11), 1347-1362. https://doi.org/10.1080/09500690601007549
Instituto Nacional de Estudos e Pesquisas Educacionais (2018). Censo Escolar. DF: MEC/INEP.
Jackson, E.M., & Hanline, M. F. (2019). Using a concept map with RECALL to increase understanding of scientific texts for children with autism. Foco em Autismo e Outras Deficiências de Desenvolvimento, 35(2), 90-100. https://doi.org/10.1177/1088357619889933
Knight, V. F., Wood, C. L., Spooner, F., Browder, D. M., & Obrien, C. P . (2015) .One exploratory study using scientific eTexts with students with spectrum disorder autism. Focus on Autismand Other Developmental Disabilities, 30,86-99.
Martins, I., Pereira, G. R. (2021). O ensino de ciências para crianças com transtorno do espectro autista sob a perspectiva histórico-cultural. Revista Ciências & Ideias ISSN: 2176-1477, 12(1), 19–34. https://revistascientificas.ifrj.edu.br/revista/index.php/reci/article/view/1301/1152
Mastropieri, M. A.; Scruggs, T. E. (1992). Science for student disabilities. Review of Educational Research, 62, 377–41.
Mendes, K. D. S., Silveira, R. C. de C. P., & Galvão, C. M. (2008). Revisão integrativa: método de pesquisa para a incorporação de evidências na saúde e na enfermagem. Texto & Contexto - Enfermagem, 17(4), 758–764. https://doi.org/10.1590/s0104-07072008000400018
Moura, T. F. A. de, & Camargo, E. P. de. (2021). Explorando o ar: o ensino de ciências para estudantes com autismo nos anos finais do ensino fundamental. Ciências Em Foco, 14, e021006–e021006. https://econtents.bc.unicamp.br/inpec/index.php/cef/article/view/14673
Moura, T. F. A. de. (2020). Forças entre nós: o ensino de Ciências para alunos com transtorno do espectro autista. Repositorio.unesp.br. https://repositorio.unesp.br/handle/11449/192145
Oliveira, A. M. de, & Strohschoen, A. A. G. (2019). A importância da ludicidade para inclusão do aluno com transtorno do espectro autista (TEA). Revista eletrônica pesquiseduca, 11(23), 127–139. https://periodicos.unisantos.br/pesquiseduca/article/view/858
Souza, J. (2019). Alfabetização científica do estudante autista: desafios e possibilidades. Brazilian Journal of Development, 5(12), 29513–29523. https://doi.org/10.34117/bjdv5n12-104
Santos, F. B. dos, Lima, G. B., Sacramento, I. S. S., & Shaw, G. S. L. (2021). O caso da oficina pedagógica uma proposta de alimentação saudável e o ensino de ciências para crianças autistas e não autistas. Cenas Educacionais, 4, e11822–e11822. https://www.revistas.uneb.br/index.php/cenaseducacionais/article/view/11822/8790
Spooner, F., Knight, V., Browder, D., Jimenez, B. A. & DiBiase, W. (2011). Evaluating evidence-based practices in teaching science content to students with severe developmental disabilities. Research and Practice for Persons with Severe Disabilities, 36(1/2), 62-75. https://doi.org/10.2511/rpsd.36.1-2.62
Taylor, J. C., Rizzo, K. L., Hwang, J., & Hill, D. (2020). A review of research on science instruction for students with autism spectrum disorder. School Science and Mathematics, 120(2), 116-125.
Xavier, M. F., & Alves Rodrigues, P. A. (2021). Alfabetização científica e inclusão educacional: ensino de ciências para alunos com Transtorno do Espectro Autista. Cadernos Do Aplicação, 34(2). https://doi.org/10.22456/2595-4377.114051
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Débora Regina de Paula Nunes; Maria Santa Borges do Nascimento ; Francisco de Paula Nunes Sobrinho
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
