In today's educational landscape, we are witnessing a shift from traditional forms of teaching – characterised by a strong emphasis on factual knowledge and passive student roles – towards more contemporary approaches that encourage active student participation and the integration of knowledge into meaningful networks. Research has shown that the use of physical models in science instruction enhances students' understanding and long-term retention of scientific concepts. This approach is particularly beneficial for students with special needs, especially those with specific learning difficulties and those with mild intellectual disabilities, as it helps them to concretise abstract ideas, engage more fully in the learning process and benefit from various adaptations. The study involved 61 students, including 9 with specific learning difficulties, 31 with mild intellectual disabilities, and 21 students without special needs. Additionally, five science and biology teachers who work with these students participated in the study. The main aim was to examine how the use of physical models in science education affects the knowledge and attitudes of students with special educational needs towards the workshops where physical models were used. The findings revealed that students made statistically significant progress in their knowledge after participating in the workshops. The test tasks effectively differentiated between more and less successful students. No statistically significant differences in knowledge were found between the two groups of students with special needs. Most students evaluated the model as useful and engaging. Teachers reported that they regularly use physical models in their teaching practice and recognise numerous advantages in doing so. They also expressed positive opinions about the workshops, which promoted collaboration, curiosity, and the integration of knowledge.
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