**3. Results**

154 Learning Disabilities

and the conduction of heat with arrows and lines, to fill in predicted temperature values using numerical values, and so on, and this helped the children to refine their predictions

The third lesson involved investigating how water heats up. During the first class's experiment, a test tube filled with water was tilted and heated from the middle using an alcohol lamp. Thermal tape that would change colour when heated to 40° C or above was placed on a glass rod, and this was used to investigate how the tube heated up. Next, in order to even more closely investigate how water heats up from the top, during the second and third classes, a 300 cm3 beaker was used in additional water heating experiments. While conducting their own experiments to investigate the convective flow of water, the students also used thermal tape to investigate the changing temperature at several locations inside

To investigate convection and heating in the water, the students discussed within their groups how to place items in water, as well as thermal tape affixation methods. To view the water's convection, the students selected substances such as sawdust and tea leaves, while also discussing where to place the substances and how much to use. In addition, four or five glass rods with thermal tape applied were distributed to each group, and the students were asked to think of ways to investigate how the overall temperature would change. Furthermore, as part of a demonstration experiment, a large 3,000 cm3 beaker, sawdust, thermal tape, and a thermometer were used to observe the water's convection and changing

The experiment in the fourth part of the lesson involved measuring changes in air temperature as a space thermostat heated up the science room. Inside the science room, desks were arranged so that seven groups of four children each could sit, and three locations were decided for measurement at each group, with rod thermometers used to measure temperature twice—before the space heater was turned on and ten minutes after it began heating the room. The three measurement locations were (a) at the height of a standing student's eyes (approximately 1.2 m from the floor), (b) near the floor of the science room (several centimetres off the floor), and (c) as high as a student standing on the desk could reach (near the ceiling). Each group used three thermometers and shared responsibilities for

An activity that makes use of an everyday situation, where individual students can independently measure temperatures in order to investigate and learn about how air heats up, is not only a better way to increase interest and curiosity on the part of each student than using textbooks and guidebooks but also leads to an understanding that comes from actually experiencing the phenomenon for oneself. Also, to prevent the students from moving around the classroom and disturbing the convection of the air for the ten minutes during which the space heater was heating the room, they were constantly reminded to remain seated and watch audio visual teaching materials about the heating of metal and water. These materials gave the students the opportunity to consider the floating of a hot-air

and gain the ability to express predictions numerically.

**2.3.3 The third part of the lesson (Three hours)** 

the beaker, and summarized what they learned.

**2.3.4 The fourth part of the lesson (One hour)** 

various tasks in the experiment.

temperatures.

## **3.1 The first part of the lesson (One hour)**

By showing the frying pan one uses to cook, the science teacher raised the children's level of interest and curiosity. He listened to the opinions of the children regarding predictions of the frying pan's surface temperature, and got the impression that children usually do not have a sense of what temperatures in excess of 100° C are like. It seemed that their most familiar experience with temperature was the use of an alcohol thermometer during a science lesson about boiling water. Worksheets used by Student A and Student B are shown in Figure 2. Student B is the student of the same gender as Student A, with the closest birthday in the class.

Student A was able to predict the way the metal rod would heat up while considering time and temperature. He represented the differences in temperature by using lines as scale marks, with colours showing the differences in temperature. Student B was able to make the same representation in the worksheet.

In the class, Student A predicted that the temperature would reach "around 200° C," giving the impression that this student is well-versed in scientific knowledge, through information attained from television and other media, or from books and other types of reference documents. When the science teacher introduced thermal tape, Student A even mentioned "thermography." The student seemed to have a rich array of experiences from everyday life

Meeting the Needs of Twice-Exceptional Children in the Science Classroom 157

using arrows. He realized that the temperatures were different at the left and right ends. Also, he observed how the metal rod cooled after the alcohol lamp was extinguished. Student B recorded the experimental results by representing heating through the use of colour classification. However, he did not record concrete results in detail, and did not

During the experiment preparation stage, all of the children gathered around the experiment desk, thinking about experimental methods, verifying procedures, and then proceeding with the lesson. Among the children, Student A always stood close by the teacher's side, mumbling ideas and thoughts while earnestly working on the lesson. The experiment of spreading wax on a metal rod and heating it with an alcohol lamp was conducted by groups of children who shared and swapped responsibilities throughout the experiment. Student A's group was the first one in the class to start working on the experiment. In addition, while verifying operations and measurement results, the group considered places where things were not going well, asking the teacher to take measurements with the radiation thermometer and otherwise proactively participating in the experiment and observations. Student A not only observed how the metal rod heated up, he also continuously observed how the rod cooled off. He was confident in his experimental findings that the metal rod heated up differently on the left and right sides, and in his notes, he meticulously summarized the results using colour classifications,

Student A Student B

The goal of the second hour of the second part was to make students understand that even when the rod is at an angle, it will heat up gradually from the place where heat is applied. Many students predicted that as the slanted metal rod is heated, the flames will burn upward, so therefore heat will conduct more readily upward. The worksheets of Student A

Fig. 3. Worksheets (for results) by Student A and Student B

and Student B are shown in Figure 4 and Figure 5.

sufficiently represent heating.

arrows, and numerical values.

and to possess a powerful interest and curiosity regarding scientific phenomena. This student also used colours to indicate temperatures after the metal rod was heated for five or ten minutes, using arrows while making predictions not only envisioning the differences between the centre and rends but also envisioning specific temperatures that would differ at different levels of heating depending on the location on the metal rod, such as the top and bottom of the central part of the rod where it came into contact with the flames of the alcohol lamp.

Fig. 2. Worksheets (for prediction) during this part of the lesson by Student A and Student B (Student B is the student of the same gender as Student A with the closest birthday in the class)

#### **3.2 The second part of the lesson (Four hours)**

The goal of the first hour of the second part of the lesson was to use wax to observe how metal heats up and understand the process of heat gradually spreading from the heated part. This activity was performed with the children split into groups, cooperating while carrying out the experiments, sharing responsibilities, and helping each other. Many of the children carefully observed how the wax melted, how the temperature changed, and the amount of time it took until the metal heated up, while using colour classification, arrows, and other methods to summarize experimental results and what they learned in their notes, which they then presented while verifying the opinions of their friends. Figure 3 shows worksheets in this lesson by Student A and Student B.

As shown in Figure 3, Student A used a stopwatch to measure the elapsed time and record the experimental results, classifying temperatures using colours while representing heating

and to possess a powerful interest and curiosity regarding scientific phenomena. This student also used colours to indicate temperatures after the metal rod was heated for five or ten minutes, using arrows while making predictions not only envisioning the differences between the centre and rends but also envisioning specific temperatures that would differ at different levels of heating depending on the location on the metal rod, such as the top and bottom of the central part of the rod where it came into contact with the flames of the

Student A Student B Fig. 2. Worksheets (for prediction) during this part of the lesson by Student A and Student B (Student B is the student of the same gender as Student A with the closest birthday in the

The goal of the first hour of the second part of the lesson was to use wax to observe how metal heats up and understand the process of heat gradually spreading from the heated part. This activity was performed with the children split into groups, cooperating while carrying out the experiments, sharing responsibilities, and helping each other. Many of the children carefully observed how the wax melted, how the temperature changed, and the amount of time it took until the metal heated up, while using colour classification, arrows, and other methods to summarize experimental results and what they learned in their notes, which they then presented while verifying the opinions of their friends. Figure 3 shows

As shown in Figure 3, Student A used a stopwatch to measure the elapsed time and record the experimental results, classifying temperatures using colours while representing heating

alcohol lamp.

class)

**3.2 The second part of the lesson (Four hours)** 

worksheets in this lesson by Student A and Student B.

using arrows. He realized that the temperatures were different at the left and right ends. Also, he observed how the metal rod cooled after the alcohol lamp was extinguished. Student B recorded the experimental results by representing heating through the use of colour classification. However, he did not record concrete results in detail, and did not sufficiently represent heating.

During the experiment preparation stage, all of the children gathered around the experiment desk, thinking about experimental methods, verifying procedures, and then proceeding with the lesson. Among the children, Student A always stood close by the teacher's side, mumbling ideas and thoughts while earnestly working on the lesson. The experiment of spreading wax on a metal rod and heating it with an alcohol lamp was conducted by groups of children who shared and swapped responsibilities throughout the experiment. Student A's group was the first one in the class to start working on the experiment. In addition, while verifying operations and measurement results, the group considered places where things were not going well, asking the teacher to take measurements with the radiation thermometer and otherwise proactively participating in the experiment and observations. Student A not only observed how the metal rod heated up, he also continuously observed how the rod cooled off. He was confident in his experimental findings that the metal rod heated up differently on the left and right sides, and in his notes, he meticulously summarized the results using colour classifications, arrows, and numerical values.

Fig. 3. Worksheets (for results) by Student A and Student B

The goal of the second hour of the second part was to make students understand that even when the rod is at an angle, it will heat up gradually from the place where heat is applied. Many students predicted that as the slanted metal rod is heated, the flames will burn upward, so therefore heat will conduct more readily upward. The worksheets of Student A and Student B are shown in Figure 4 and Figure 5.

Meeting the Needs of Twice-Exceptional Children in the Science Classroom 159

As in Figure 5, Student A used a stopwatch to measure the elapsed time during the experiment and represented the results by using colour classification. He asked the teacher to measure the metal rod's surface temperature and recorded the findings. He also realized that the temperature differed slightly between the top and bottom of the metal rod. Student B however only wrote that the wax melted on the top part of the metal rod and did not sufficiently represent how heating occurred by indicating information such as the order in

During the experiment's prediction stage, Student A predicted that the earlier temperature of 15° C for the entire metal rod would increase to around 50° C after 50 seconds, and then reach 150° C after 1 minute 30 seconds. Student A expressed these predictions with concrete, numerical values, while meticulously using arrows and colour classifications. During the experiment, Student A took turns applying wax with another student in the same group. Student A also actively participated in the experiment, affixing the metal rod to the stand while verifying the height of the alcohol lamp, positioning the alcohol lamp while verifying the position of the groove on the metal rod, and otherwise thinking carefully while performing the various procedures. Student A was able to use a stopwatch and radiation thermometer to observe how the metal rod heated from a variety of different positions and recorded these findings. During the presentations, Student A carefully listened to the other students' presentations, and presented the different experimental results of his own group.

The goal of the third hour of the second part was to have students predict how a metal plate will heat up, discuss among themselves what methods and materials to use to investigate the heating, and consider experimental methods and what must be prepared. Figure 6

Student A used complicated colour classifications and arrows to represent in detail how the metal plate would heat up, taking time and temperature into consideration. Student B was able to predict how the metal plate would heat up and took time into consideration. Although Student B seemed to represent temperature differences using colour classification, since there was no explanation, he did not sufficiently represent his prediction regarding the

Student A was enthusiastic about this lesson's prediction activity, concentrating for a long time and summarizing predictions with a great level of detail. With respect to the heating of the metal plate, Student A was able to use detailed colour classifications, representing differences in the heating state by referring to temperatures with the following five levels: "hot," "warm," "lukewarm," "slightly cool," and "cool." In addition, Student A predicted that the temperature would be between 100 and 200° C. Regarding the time required for the heating as well, Student A came up with the predictions "after 2 minutes" and "after 4 minutes," recalling the previous metal rod experiments and how long it took the ends of the rod to heat up before. Student A consistently incorporated a variety of previously learned information. While the students were considering their own experimental methods and materials, Student A was also able to make proposals based on foresight regarding what will happen, such as "since it will heat up from the middle, we can place

Student A always made an effort to reason independently while learning.

shows worksheets in this lesson by Student A and Student B.

heating of the metal plate.

ice in the middle."

which the wax melted and the time that it took to melt.

In the prediction, Student A took advantage of the results from the experiment during the previous class (1 minute and 50 seconds for full melting) in order to precisely determine the time it would take for the slanted metal rod to heat up, while using colour classification and arrows to represent predictions in detail. Student B made similar considerations as well.

Fig. 4. Worksheets (for prediction) by Student A and Student B

Fig. 5. Worksheets (for results) by Student A and Student B

In the prediction, Student A took advantage of the results from the experiment during the previous class (1 minute and 50 seconds for full melting) in order to precisely determine the time it would take for the slanted metal rod to heat up, while using colour classification and arrows to represent predictions in detail. Student B made similar considerations as well.

Student A Student B

Student A Student B

Fig. 4. Worksheets (for prediction) by Student A and Student B

Fig. 5. Worksheets (for results) by Student A and Student B

As in Figure 5, Student A used a stopwatch to measure the elapsed time during the experiment and represented the results by using colour classification. He asked the teacher to measure the metal rod's surface temperature and recorded the findings. He also realized that the temperature differed slightly between the top and bottom of the metal rod. Student B however only wrote that the wax melted on the top part of the metal rod and did not sufficiently represent how heating occurred by indicating information such as the order in which the wax melted and the time that it took to melt.

During the experiment's prediction stage, Student A predicted that the earlier temperature of 15° C for the entire metal rod would increase to around 50° C after 50 seconds, and then reach 150° C after 1 minute 30 seconds. Student A expressed these predictions with concrete, numerical values, while meticulously using arrows and colour classifications. During the experiment, Student A took turns applying wax with another student in the same group. Student A also actively participated in the experiment, affixing the metal rod to the stand while verifying the height of the alcohol lamp, positioning the alcohol lamp while verifying the position of the groove on the metal rod, and otherwise thinking carefully while performing the various procedures. Student A was able to use a stopwatch and radiation thermometer to observe how the metal rod heated from a variety of different positions and recorded these findings. During the presentations, Student A carefully listened to the other students' presentations, and presented the different experimental results of his own group. Student A always made an effort to reason independently while learning.

The goal of the third hour of the second part was to have students predict how a metal plate will heat up, discuss among themselves what methods and materials to use to investigate the heating, and consider experimental methods and what must be prepared. Figure 6 shows worksheets in this lesson by Student A and Student B.

Student A used complicated colour classifications and arrows to represent in detail how the metal plate would heat up, taking time and temperature into consideration. Student B was able to predict how the metal plate would heat up and took time into consideration. Although Student B seemed to represent temperature differences using colour classification, since there was no explanation, he did not sufficiently represent his prediction regarding the heating of the metal plate.

Student A was enthusiastic about this lesson's prediction activity, concentrating for a long time and summarizing predictions with a great level of detail. With respect to the heating of the metal plate, Student A was able to use detailed colour classifications, representing differences in the heating state by referring to temperatures with the following five levels: "hot," "warm," "lukewarm," "slightly cool," and "cool." In addition, Student A predicted that the temperature would be between 100 and 200° C. Regarding the time required for the heating as well, Student A came up with the predictions "after 2 minutes" and "after 4 minutes," recalling the previous metal rod experiments and how long it took the ends of the rod to heat up before. Student A consistently incorporated a variety of previously learned information. While the students were considering their own experimental methods and materials, Student A was also able to make proposals based on foresight regarding what will happen, such as "since it will heat up from the middle, we can place ice in the middle."

Meeting the Needs of Twice-Exceptional Children in the Science Classroom 161

the same group, Student A just watched the other student decide where to place the ice and actually line up the ice. In spite of this, Student A helped by changing the positions of the pieces of ice while thinking of various different ideas for where to place them, while properly summarizing the results, such as how the place where the flames hit the metal is

Student A Student B

The goal of the first hour of this third part of the lesson was to have the students not only predict how the water in the test tube would heat up, but to also understand that the water gradually heats up starting at a location above where the heat is applied. Figure 8 and

While considering the concrete times and temperatures involved in the heating of the test tube's water, Student A was able to represent predictions using easy-to-understand diagrams and sentences. He thought that the water would heat up more slowly than metal. Student B seemed to represent temperature differences using colour classification, but since there was no explanation, he did not sufficiently represent his prediction of how heating would occur. Figure 9 shows that Student A used a stopwatch to measure the time elapsed during the heating of the water in the test tube and represented the changing colour of the thermal tape in a concrete fashion. He also observed and recorded in detail how the water changed in the test tube. Student B used descriptions of changes in temperature that did not match descriptions of changes in the thermal tape's colour, and he did not sufficiently

Fig. 7. Worksheets (for results) by Student A and Student B

Figure 9 show worksheets in this lesson by Student A and Student B.

**3.3 The third part of the lesson (Three hours)** 

represent experimental results.

where the heating starts and how the heating spreads to the surrounding areas.

Fig. 6. Worksheets (for prediction) by Student A and Student B

Furthermore, while listening to and considering the predictions of other students, Student A indicated the difference between the predictions of other students that the metal would heat up in a round pattern from the middle, and the predictions of students that it would heat up in a square pattern. Student A carefully listened to the opinions of other students, and while focusing on differences, enthusiastically described these differences. Student A's behaviour is evidence of a proactive attitude towards learning about science.

The goal of the fourth hour of the second part was to have groups of students consider methods and perform experiments regarding how a metal plate heats up and summarize what they discovered. Worksheets in this lesson by Student A and Student B are shown in Figure 7.

Student A used a stopwatch to measure elapsed time, representing this along with the results of the experiment, but did not sufficiently represent how the metal heated up. It is evident that this student came up with a strategy of moving objects to melt during the experiment. Student B represented experimental results with colour classifications and arrows, but did not sufficiently represent the passage of time or changes in the substance that melted.

Moreover, Student A understood the objectives of the experiment and thought with foresight regarding the properties of the materials to use in the experiment, experimental methods, and so on. Student A affixed the metal plate to a stand, and placed the alcohol lamp directly underneath the metal plate through a process of trial and error. Student A's group conducted its experiment using ice. Since the ice was brought by another student in

Student A Student B

Furthermore, while listening to and considering the predictions of other students, Student A indicated the difference between the predictions of other students that the metal would heat up in a round pattern from the middle, and the predictions of students that it would heat up in a square pattern. Student A carefully listened to the opinions of other students, and while focusing on differences, enthusiastically described these differences. Student A's behaviour

The goal of the fourth hour of the second part was to have groups of students consider methods and perform experiments regarding how a metal plate heats up and summarize what they discovered. Worksheets in this lesson by Student A and Student B are shown in

Student A used a stopwatch to measure elapsed time, representing this along with the results of the experiment, but did not sufficiently represent how the metal heated up. It is evident that this student came up with a strategy of moving objects to melt during the experiment. Student B represented experimental results with colour classifications and arrows, but did not sufficiently represent the passage of time or changes in the substance

Moreover, Student A understood the objectives of the experiment and thought with foresight regarding the properties of the materials to use in the experiment, experimental methods, and so on. Student A affixed the metal plate to a stand, and placed the alcohol lamp directly underneath the metal plate through a process of trial and error. Student A's group conducted its experiment using ice. Since the ice was brought by another student in

Fig. 6. Worksheets (for prediction) by Student A and Student B

is evidence of a proactive attitude towards learning about science.

Figure 7.

that melted.

the same group, Student A just watched the other student decide where to place the ice and actually line up the ice. In spite of this, Student A helped by changing the positions of the pieces of ice while thinking of various different ideas for where to place them, while properly summarizing the results, such as how the place where the flames hit the metal is where the heating starts and how the heating spreads to the surrounding areas.

Fig. 7. Worksheets (for results) by Student A and Student B
