Learning Science Beyond Sight: Conceptual Engagement of Elementary School Students with Visual Impairment through Hands-On Activities

Background: A pressing challenge in science education is that visually impaired students continue to lack access to appropriate instructional media, making it difficult for them to engage with abstract concepts and resulting in limited opportunities for equitable education. Responding to this challenge, the present study investigates the design and implementation of hands-on, multisensory instructional strategies aimed at improving conceptual understanding of magnetism among elementary students with visual impairments. Method: The research involved four elementary school students with varying degrees of visual acuity. Employing the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) framework, the research was divided into 3 stages: needs analysis (A) using explanatory case study, design and develop (DD) instructional media and validate using Aiken's V, implement and evaluate (IE) the media into classroom activity using evaluative case study. Result: The findings indicate that tactile models, auditory explanations, and adapted activity kits significantly improved students' engagement and comprehension of key magnetism concepts such as magnetic properties, forces, and polarity. Through an evaluative case study, the research demonstrates that instructional materials tailored to the sensory and cognitive profiles of visually impaired learners not only foster deeper conceptual understanding but also promote greater participation and confidence in science learning. Conclusions: Multisensory science kits help students access abstract science material so that it can be felt and helps achieve conceptual understanding. Moreover, the results may inform teachers, curriculum designers, and science education professionals on how to design and adapt science content in ways that are both accessible and pedagogically sound.