Phylogenetic trees are used throughout biology to represent evolutionary relationships and communicate ideas about evolutionary processes. Dedicated instruction in how to read and interpret phylogenetic trees (i.e., tree thinking) is necessary for students to be able to access this information. There are many cognitive barriers to mastering…

Background: Students who are blind are integrated into public schools in many countries, yet are often excluded from full participation in science since most learning materials are visual. To create a compensatory route, an existing model-based inquiry-learning environment was adapted by means of sonification (addition of non-speech sounds that…

Recently, the research about innovative approaches in the education of blind (non-visual--NV) students has intensified; however the use of dichotomous keys (DK) in their botanical education has not yet been examined. This research explored the contribution of two self-generated dichotomous keys (DK) for plant identification (a digital version--DDK…

The TeX/LaTeX typesetting system is the most wide-spread system for creating documents in Mathematics and Science. However, no reliable tool exists to this day for automatically transcribing documents from the above formats into Braille/Nemeth code. Thus, visually impaired students of related fields do not have access to the bulk of study material…

The purpose of this qualitative study was to explore the use of 3-D printed models as an instructional tool in a middle school science classroom for students with visual impairments and compare their use to traditional tactile graphics for aiding conceptual understanding of geoscience concepts. Specifically, this study examined if the students'…

Introduction: Data were collected from youths with visual impairment about their experiences with tactile graphics and braille materials used in mathematics and science classes. Methods: Youths answered questions and explored four tactile graphics made using different production methods. They located specific information on each graphic and shared…

Introduction: The purpose of the study presented here was to determine how well tactile graphics (specifically data analysis graphs) in secondary mathematics and science braille textbooks correlated with the print graphics. Method: A content analysis was conducted on 598 separate data analysis graphics from 10 mathematics and science textbooks.…

Diagram describing texts are integral part of science and engineering subjects including geometry, physics, engineering drawing, etc. In order to understand such text, one, at first, tries to draw or perceive the underlying diagram. For perception of the blind students such diagrams need to be drawn in some non-visual accessible form like tactile…

This paper addresses a central need among people who are blind, access to inquiry-based science learning materials, which are addressed by few other learning environments that use assistive technologies. In this study, we investigated ways in which learning environments based on sound mediation can support science learning by blind people. We used…

Experiments with adapted apparatus which allow blind children to discover principles are described. Individualized experiences, specifically designed, are developed in four curricula and a sample lesson is presented. (EB)

Stresses the fact that science activities can be styled to the visually handicapped students' levels and degrees of independence. Use of extensive hands-on, concrete experiences as emphasized by Adapting Science Materials for the Blind (ASMB) is encouraged. (EB)

Describes earth science activities for the visually impaired student. Includes soil type identification, stream table erosion, and relief map activities. Recommends a multisensory approach to the teaching of earth science and hands-on activities. (MA)

Reports an investigation concerning whether additional concrete experiences with objects will foster the logical development of blind children. The success of the Adapting Science Materials for the Blind (ASMB) units for various goals and various learner groups are discussed and tentative conclusions drawn. Significant gains were made. (EB)

Describes some results of a project funded by the National Science Foundation to investigate ways to make a college biology course accessible to visually impaired students, including use of tactile diagrams as an alternative to microscopes and a variety of measuring techniques. (Author/SK)

Discusses a project at the University of Louisville in which chemistry laboratories are being adapted for use by blind students. Describes the operational analysis of tasks normally performed in labs. Provides specific recommendations on how to utilize new technologies to enable blind students to conduct hands-on learning experiments. (TW)