International Journal of Science and Research (IJSR)

International Journal of Science and Research (IJSR)
Since Year 2012 | Open Access | Fully Refereed | Peer Reviewed

ISSN: 2319-7064




Downloads: 142

Research Paper | Education Management | Greece | Volume 7 Issue 5, May 2018


An Intervention Program for Language and Physics in a Second Chance School: A Greek Survey among Students with Borderline Intelligence

Dimitra Katsarou | Anna Tzampazi


Abstract: Co-teaching strategies are important for the well being of adult students with borderline intelligence that present poor language abilities, are found scientific illiterate and seem to play an important role in everyday reaction with their classmates. Moreover, adult education encourages alternative teaching styles in order to promote self expression and social inclusion. Research has proven that people that have dropped out school in adolescent and follow an adult program in second chance schools can benefit from co-teaching, as well as participating in an educational environment that offers safety and equality. In this research we investigated the learning outcomes of 22 adult students that participated for six months in an intervention program titled Invention - Innovation Science and Culture Narratives, that included language expression abilities and physics learning skills. The results showed that there was an increase in their knowledge skills in both academic areas.


Keywords: Adult education, borderline intelligence, linguistic skills, physics, scientific literacy


Edition: Volume 7 Issue 5, May 2018,


Pages: 376 - 378

An Intervention Program for Language and Physics in a Second Chance School: A Greek Survey among Students with Borderline Intelligence


How to Cite this Article?

Dimitra Katsarou, Anna Tzampazi, "An Intervention Program for Language and Physics in a Second Chance School: A Greek Survey among Students with Borderline Intelligence", International Journal of Science and Research (IJSR), https://www.ijsr.net/get_abstract.php?paper_id=ART20182153, Volume 7 Issue 5, May 2018, 376 - 378, #ijsrnet

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