"Enhancing The Performance Of School Students With Dyscalculia And Dyslexia In Science Subjects Using Technology: A Scoping Review"

Abstract

Students with dyslexia and dyscalculia are being encouraged to achieve high academic standards in science education to understand the natural world, acquire life skills, and experience career success. To help students with learning disabilities attain science literacy, digital technology is utilized. While relevant research has presented evidence-based practices to teach science content, the role of technology has yet to be clearly defined in teaching and learning for students with dyslexia and dyscalculia. This article presents a scoping literature review on the contribution of technology in science education for students with dyslexia and dyscalculia. A total of 17 journal articles during the 2019-2023 period were identified after an exhaustive search of five academic databases (PubMed, Sage, Eric, Science Direct, and Google Scholar). The educational context and learning outcomes of these 17 empirical studies were analyzed. The findings indicate that the primary benefit of integrating digital technology into science education is higher motivation to learn among students. The way digital technology is used, or the affordances of each unique technological implementation, is likely to determine positive learning outcomes. Other quality indicators, such as digital technology, and its affordances are suggested for evidence-based research designs in digitally supportive learning environments, particularly for students with disabilities.