This study ́ s main purpose is to examine how digital tools can help students with dyslexia in science education. The two questions this study aims to answer are: (I) During what elements of science education do the students feel that they need digital tools? (II) What opportunities and obstacles do students see with digital tools in the science education? This survey used a qualitative method, where students diagnosed with dyslexia were observed and interviewed during a normal school week. The data was analyzed using socio-cultural theories on speaking, learning and writing. The results from the interviews showed that the majority of the students felt the need for digital tools in science education when they were doing independent work or group assignments like laboratory work. The students find obstacles like social media small in comparison to what they learn from using the digital tools. All of the students see the digital tools as motivational tools. For further studies, it would be interesting to measure students' results before and after using digital tools for a period in science class including control groups with dyslexic students and non dyslexic students who did not have access to digital tools, to see if there is any difference between their results. Another aspect that would be relevant, is to test and evaluate what apps are available in science education for students with dyslexia, to work on concepts. These results could then be shared with other schools science educators.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-36388 |
| Date | January 2018 |
| Creators | Lavröd, Leonor |
| Publisher | Malmö universitet, Fakulteten för lärande och samhälle (LS), Malmö universitet/Lärande och samhälle |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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