Biology Teaching Strategies for Greek Primary School Students with Learning Disabilities

Abstract

The present research examines the impact of teaching strategies, such as structured instruction and ICTs, on the comprehension of biological concepts among Greek primary school students, including those with typical development and learning disabilities (LDs). A preliminary study was conducted with a sample of 20 teachers through semi-structured interviews. The research identified the classes and course units that posed comprehension challenges for primary school students. Interventions were carried out with a sample of 55 6th-grade students, including 13 with LDs. The interventions focused on units related to renewable and non-renewable energy sources, photosynthesis, and the structure of food webs. The first intervention utilized structured instruction with the use of lesson plans and ICTs, such as interactive whiteboards. The second intervention solely relied on ICTs. These groups were compared to students attending traditional lecture-based instruction classes. The results indicated that students with LDs performed less effectively compared to typical development students. Structured instruction proved to be the most effective teaching method for both groups, except for the unit on photosynthesis, where both groups showed decreased performance post-intervention. Students with LDs showed significant improvement in the food webs unit, suggesting that collaborative work enhanced their understanding.