n South African Journal of Education - Improving thinking skills in science of learners with (dis)abilities

Volume 25, Issue 4
  • ISSN : 0256-0100
  • E-ISSN: 2076-3433



We reflect on two cycles of inquiry involving the explicit teaching of thinking skills to learners with learning (dis)abilities and how these skills may be bridged to the learning of science. The purpose of the research was to critically explore to what extent teaching science using selected Instrumental Enrichment (IE) instruments can: contribute to the development of science thinking skills in learners with special needs; contribute to the transfer of thinking skills to other learning areas; and provide the learners with an interactive science programme that is suitable to their particular learning needs? We report improvement in learners' thinking skills due to the intervention programmes but also point out that evidence of transferability of thinking skills from science to other learning areas is inconclusive.

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