The purpose of this study is to assess conceptual understanding process on density of students with intellectual disability by using scaffolding science instruction as dynamic assessment. To understand conceptual understanding process on density of students with intellectual disability, 2 students were selected and implemented dynamic assessment by providing scaffolding science instruction on density. Based on the types and levels of scaffolding intervention(teacher involvement)through instructions, students’ conceptual understanding process on density were analyzed. The results are the follows.
First, two students with intellectual disability had different in ZPD stages. However, both of students had recurrent cycle. In terms of emotional response, Park(student) showed more positive attitude than other student. Second, the numbers and types of scaffoldings that were provided to students were different. Third, the high level of scaffolding interventions were increased for both students. Fourth, two students with intellectual disability could explain the phenomena of floating & sinking with alternative conceptions in science. And they had similar scientific misconceptions on density. However, their conceptual change process on density showed difference.
This study found that students with disabilities who have various learning characteristics had potential for science learning through qualitative and quantitative assessment. Also, it confirmed the possibility for students with intellectual disability to learn scientific concepts.