Skip navigation

How can mastery learning promote inclusion in the science classroom?

How can mastery learning promote inclusion in the science classroom?

Wragg, J., Coombes, S., Smith, L. D., Magaji, A. and Hornsby, R. (2022) How can mastery learning promote inclusion in the science classroom? ASE International Journal, 16. pp. 42-47.

[img]
Preview
PDF
37215-MAGAJI-How-can-Mastery-learning-promote-inclusion-in-the-science-classroom.pdf - Accepted Version

Download (205kB) | Preview

Abstract

Mastery learning is not a new concept, as it has been around for many years and will continue to feature in the educational scene as educators explore how it can be utilised to promote learning, despite the varying views regarding its impact on pupils’ learning and progress. The purpose of this article is to amplify the concept of mastery learning and its place in promoting inclusive learning among science pupils, and to highlight reasons why this pedagogy should be considered by science teachers.

Item Type: Article
Uncontrolled Keywords: Mastery learning, Inclusion
Subjects: H Social Sciences > H Social Sciences (General)
Faculty / School / Research Centre / Research Group: Faculty of Education, Health & Human Sciences
Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development
Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Thinking and Learning
Last Modified: 05 Sep 2022 11:37
URI: http://gala.gre.ac.uk/id/eprint/37215

Actions (login required)

View Item View Item

Downloads

Downloads per month over past year

View more statistics