Details
| Original language | English |
|---|---|
| Article number | 164 |
| Journal | Education Sciences |
| Volume | 11 |
| Issue number | 4 |
| Publication status | Published - 1 Apr 2021 |
Abstract
An experimental study investigated the effects of applying principles of the Universal Design for Learning (UDL). Focusing on epistemic beliefs (EBs) in inclusive science classes, we compared four groups who worked with learning environments based more or less on UDL principles and filled out an original version of a widely used EBs questionnaire or an adapted version using the Universal Design for Assessment (UDA). Based on measurement invariance analyses, a multiple indicator, and multiple cause (MIMIC) approach as well as multi-group panel models, the results do not support an outperformance of the extensive UDL environment. Moreover, the UDA-based questionnaire appears to be more adequately suited for detecting learning gains in an inclusive setting. The results emphasize how important it is to carefully adopt and introduce the UDL principles for learning and to care about test accessibility when conducting quantitative research in inclusive settings.
Keywords
- Epistemic beliefs, Inclusive science teaching, Science education, Universal design for assessments, Universal design for learning
ASJC Scopus subject areas
- Social Sciences(all)
- Education
- Psychology(all)
- Developmental and Educational Psychology
- Social Sciences(all)
- Public Administration
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In: Education Sciences, Vol. 11, No. 4, 164, 01.04.2021.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Universal Design for Learning: The More, the Better?
AU - Roski, Marvin
AU - Walkowiak, Malte
AU - Nehring, Andreas
PY - 2021/4/1
Y1 - 2021/4/1
N2 - An experimental study investigated the effects of applying principles of the Universal Design for Learning (UDL). Focusing on epistemic beliefs (EBs) in inclusive science classes, we compared four groups who worked with learning environments based more or less on UDL principles and filled out an original version of a widely used EBs questionnaire or an adapted version using the Universal Design for Assessment (UDA). Based on measurement invariance analyses, a multiple indicator, and multiple cause (MIMIC) approach as well as multi-group panel models, the results do not support an outperformance of the extensive UDL environment. Moreover, the UDA-based questionnaire appears to be more adequately suited for detecting learning gains in an inclusive setting. The results emphasize how important it is to carefully adopt and introduce the UDL principles for learning and to care about test accessibility when conducting quantitative research in inclusive settings.
AB - An experimental study investigated the effects of applying principles of the Universal Design for Learning (UDL). Focusing on epistemic beliefs (EBs) in inclusive science classes, we compared four groups who worked with learning environments based more or less on UDL principles and filled out an original version of a widely used EBs questionnaire or an adapted version using the Universal Design for Assessment (UDA). Based on measurement invariance analyses, a multiple indicator, and multiple cause (MIMIC) approach as well as multi-group panel models, the results do not support an outperformance of the extensive UDL environment. Moreover, the UDA-based questionnaire appears to be more adequately suited for detecting learning gains in an inclusive setting. The results emphasize how important it is to carefully adopt and introduce the UDL principles for learning and to care about test accessibility when conducting quantitative research in inclusive settings.
KW - Epistemic beliefs
KW - Inclusive science teaching
KW - Science education
KW - Universal design for assessments
KW - Universal design for learning
UR - http://www.scopus.com/inward/record.url?scp=85104181014&partnerID=8YFLogxK
U2 - 10.3390/educsci11040164
DO - 10.3390/educsci11040164
M3 - Article
VL - 11
JO - Education Sciences
JF - Education Sciences
SN - 2227-7102
IS - 4
M1 - 164
ER -