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

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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. 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F1000Research 2026, 14 :1271 ( https://doi.org/10.12688/f1000research.171534.2 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. Close Copy Citation Details Export Export Citation Sciwheel EndNote Ref. Manager Bibtex ProCite Sente EXPORT Select a format first Track Share ▬ ✚ Research Article Revised Learning Science Beyond Sight: Conceptual Engagement of Elementary School Students with Visual Impairment through Hands-On Activities [version 2; peer review: 3 approved] Resti Yektyastuti https://orcid.org/0000-0002-3444-7607 1 , Sarwanto . 1 , Rasmitadila . https://orcid.org/0000-0002-0740-1611 2 Resti Yektyastuti https://orcid.org/0000-0002-3444-7607 1 , Sarwanto . 1 , Rasmitadila . https://orcid.org/0000-0002-0740-1611 2 PUBLISHED 08 Jan 2026 Author details Author details 1 Science Education, Universitas Sebelas Maret, Surakarta, Central Java, 57126, Indonesia 2 Elementary School Teacher Education, Universitas Djuanda, Bogor, West Java, 16720, Indonesia Resti Yektyastuti Roles: Conceptualization, Data Curation, Formal Analysis, Methodology, Writing – Original Draft Preparation Sarwanto . Roles: Conceptualization, Methodology, Supervision, Validation, Writing – Review & Editing Rasmitadila . Roles: Methodology, Supervision, Validation, Writing – Review & Editing OPEN PEER REVIEW DETAILS REVIEWER STATUS This article is included in the Research Synergy Foundation gateway. Abstract 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. READ ALL READ LESS Keywords Visual impairment, magnetism, conceptual understanding, science education, hands-on activities Corresponding Author(s) Resti Yektyastuti ( [email protected] ) Sarwanto . ( [email protected] ) Close Corresponding authors: Resti Yektyastuti, Sarwanto . Competing interests: No competing interests were disclosed. Grant information: The Indonesian Education Scholarship Program, Center for Higher Education Funding and Assessment and the Indonesian Endowment Fund for Education (LPDP) The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Copyright: © 2026 Yektyastuti R et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. How to cite: Yektyastuti R, . S and . R. Learning Science Beyond Sight: Conceptual Engagement of Elementary School Students with Visual Impairment through Hands-On Activities [version 2; peer review: 3 approved] . F1000Research 2026, 14 :1271 ( https://doi.org/10.12688/f1000research.171534.2 ) First published: 18 Nov 2025, 14 :1271 ( https://doi.org/10.12688/f1000research.171534.1 ) Latest published: 08 Jan 2026, 14 :1271 ( https://doi.org/10.12688/f1000research.171534.2 ) Revised Amendments from Version 1 In this revised version, several clarifications and refinements have been made in response to reviewer feedback. The Methods section has been strengthened by adding a clearer explanation of the assessment instruments, including the format and accessibility adaptations of the pre- and post-tests for students with visual impairments, as well as a more explicit description of the data analysis procedures. Also, sample interview quotes have been added to the Findings section to enrich the presentation of qualitative results and better illustrate the thematic analysis. These revisions improve the clarity, transparency, and completeness of the manuscript without altering the study’s core design or findings. In this revised version, several clarifications and refinements have been made in response to reviewer feedback. The Methods section has been strengthened by adding a clearer explanation of the assessment instruments, including the format and accessibility adaptations of the pre- and post-tests for students with visual impairments, as well as a more explicit description of the data analysis procedures. Also, sample interview quotes have been added to the Findings section to enrich the presentation of qualitative results and better illustrate the thematic analysis. These revisions improve the clarity, transparency, and completeness of the manuscript without altering the study’s core design or findings. See the authors' detailed response to the review by Minsih Minsih See the authors' detailed response to the review by Siti Masyithoh READ REVIEWER RESPONSES Introduction Science education is vital for fostering inquiry, critical thinking, and a fundamental understanding of the natural world ( Herwinarso et al., 2023 ; White & Delaney, 2021 ). For students with visual impairments, however, engaging meaningfully with science content poses distinct challenges due to the abstract science concept and often visually oriented nature of scientific concepts and materials ( Belay & Yihun, 2020 ; Kizilaslan et al., 2019 ). As a result, science instruction for students with visual impairments requires specialized approaches and materials tailored to their sensory and cognitive needs ( Kizllaslan & Sözbilir, 2020 ; Plazar et al., 2021 ). Students with visual impairment face difficulties in lessons in which visual elements are predominant. Because they depend largely on visualization, science lessons are among the most difficult lessons for students in inclusive learning environments and their teachers, who need to find ways to accommodate their needs ( Kizilaslan, Zorluoglu, and Sozbilir, 2020 ; Ansari Ricci et al., 2019 ; Scholes and Stahl, 2020 ). However, science education can be made more accessible to students with visual impairments through specific adaptations in both classrooms and laboratories ( Greenvall et al., 2021 ; Koehler and Wild, 2019 ). In conventional science facilities, the lack of both tactile materials and hands-on science activities has been widely acknowledged as a major barrier to visually impaired students’ full participation in science lessons and ability to develop scientific thinking skills ( Rule et al., 2011 ; Tanwar, 2019 ). These students’ science learning concepts can be facilitated with materials that emphasize the sense of touch ( Ansari Ricci et al., 2019 ; Wild, 2011 ). Within the framework of special education, instruction for students with visual impairments must emphasize non-visual modes of learning, such as tactile, auditory, and kinesthetic strategies. These approaches are not merely compensatory, but are essential pedagogical tools for helping students construct mental models of scientific phenomena that they cannot observe directly ( Kizllaslan & Sözbilir, 2020 ; Kızılaslan & Zorluoğlu, 2019 ; Langdon, 2020 ). The development of adapted learning materials and tactile science kits has shown promise in supporting the conceptual understanding of topics such as electricity, magnetism, and matter ( Herwinarso et al., 2023 ; Kapucu & Kızılaslan, 2022 ; Senjam et al., 2020 ; Widiyawati & Nurwahidah, 2018 ). Magnetism is a core topic in elementary science that introduces students to invisible forces shaping both natural phenomena and everyday technology. For students with visual impairments, learning about magnetism holds particular importance, as it offers opportunities to explore abstract scientific ideas through concrete, tactile, and experiential activities. Rather than relying solely on visual demonstrations, concepts such as magnetic force, attraction and repulsion, and magnetic poles can be transformed into meaningful learning experiences through hands-on experimentation and adapted instructional tools. Beyond classroom learning, understanding magnetism also contributes to daily independence—for example, through the use of compasses for orientation, magnetic closures in household objects, and technologies embedded in assistive devices. Such approaches not only make magnetism accessible but also strengthen students’ abilities to reason about cause-and-effect relationships in science. Prior studies have demonstrated that when appropriate modifications are made, students with visual impairments can achieve a level of conceptual understanding comparable to their sighted peers ( Iyamuremye et al., 2023 ; Widiyawati & Nurwahidah, 2018 ). While magnetism illustrates these specific obstacles, it also underscores the urgent need for broader instructional adaptations across science subjects . Science concepts are often abstract and heavily rely on visual representations, which poses significant barriers for students with visual impairments. The case of magnetism highlights how invisible forces and spatial relationships, typically conveyed through visual demonstrations, represent a wider challenge in science learning. Without meaningful non-visual access to such content, these students may struggle to construct accurate and functional conceptual understandings of key scientific principles ( Gustiani et al., 2022 ; Lahav et al., 2022 ; Winters et al., 2020 ). Furthermore, based on previous studies, science instruction for students with visual impairments should incorporate multisensory and contextually grounded learning experiences ( Bandyopadhyay & Rathod, 2017 ; Gustiani et al., 2022 ; Junilasari et al., 2019 ). Multisensory learning allows students to access scientific concepts through tactile exploration ( Senjam et al., 2020 ), auditory explanations ( Lahav et al., 2016 ), and hands-on activities ( Kizilaslan et al., 2019 ). When these experiences are embedded within meaningful, real-life contexts—what is known as contextual learning—students are more likely to relate scientific concepts to everyday experiences, leading to deeper understanding and long-term retention ( Lotlikar et al., 2020 ). Contextual science learning emphasizes learning through concrete experiences and authentic tasks. For learners with visual impairments, this might involve manipulating real objects, participating in simplified experiments, or engaging in guided exploration using adapted tools and materials ( Fernández et al., 2019 ). Through such approaches, abstract concepts become tangible and comprehensible. In the case of magnetism topic, for example, students can directly manipulate magnets and various materials to explore properties like attraction and repulsion, polarity, and magnetic force—thus constructing mental models grounded in personal, active engagement rather than passive verbal instruction alone. However, there is still limited research that systematically explores the process of designing, implementing, and evaluating instructional materials specifically intended for students with visual impairment in the context of elementary science education ( Ediyanto & Kawai, 2019 ; Yektyastuti et al., 2024 ). This study aims to investigate the development of tailored instructional activities and materials for teaching the concept of magnetism to elementary students with visual impairments. The findings are expected to provide insights into how science learning experiences for students with visual impairment can be designed to promote active engagement, conceptual development, and meaningful application of scientific knowledge through contextually rich, multisensory strategies. Method Participants The study involved four elementary students with visual impairments (grades 5) selected through purposive sampling, as presented in Table 1 . The inclusion criteria were: (1) formally registered in the special needs school, (2) diagnosed with low vision or total blindness, and (3) having basic literacy in Braille or auditory learning. The exclusion criteria were students with multiple disabilities that could significantly affect participation in science learning. In addition, two teachers were included in the study: a non-disabled science teacher and a special education teacher (totally blind). The same group of students and teachers continued to participate in the subsequent development and implementation stages to maintain coherence and ensure comparability of findings. Table 1. Students as sample. Student Gender Age Visual acuity S 1 Female 10 Totally Blind (congenital, no light perception) S 2 Female 11 Low Vision (limited central vision, uses magnifier) S 3 Male 11 Totally Blind (congenital, no light perception) S 4 Male 10 Low Vision (residual vision, uses magnifier) Prior to the commencement of the study, both students and teachers who were involved as participants provided their informed consent to voluntarily participate in the research. Their participation was entirely voluntary, free from any form of coercion or undue influence. For the student participants, consent was obtained through their teachers and parents, as documented in the official consent letter number 076/III/012-Suket/2025. Ethical consideration Before the research session, the objectives of the study were clearly explained, and respondents’ consent for data collection was obtained. All respondents voluntarily agreed to participate without any form of coercion or undue influence. Informed consent was obtained from both schools and students. For student participants with visual impairments, informed consent was given verbally due to their visual limitations, and this verbal consent was subsequently documented in writing by their teachers. The written record of consent was formalized through an official consent letter (No. 076/III/012-Suket/2025). Furthermore, all research procedures and data collection plans were communicated to the Research and Community Service Institute of Universitas Djuanda and received ethical approval through official letter number: 001/KEP/LPPM/III/2025. To ensure confidentiality and data security, participants’ identities were anonymized, and all interview and observation records were securely stored. Procedure This study employed the ADDIE (Analysis, Design, Develop, Implement, and Evaluate) as the methodological framework ( Branch, 2009 ). Unlike previous studies that primarily applied ADDIE for instructional product development, this research emphasized the implementation and evaluation phases to test the effectiveness of multisensory instructional strategies for students with visual impairments. By combining exploratory and evaluative case study approaches, the design enabled a systematic process of identifying needs, developing materials, validating products, and assessing outcomes in real classroom contexts. A flowchart of the research procedure is presented in Figure 1 . Figure 1. Research stages. In the first stage ( analysis ), an exploratory case study was conducted to identify student needs related to the physical environment, teaching methods, learning activities, and evaluation approaches ( Branch, 2009 ; Schott & Seel, 2015 ). Data were collected in April 2025 through classroom observations and semi-structured interviews with teachers and students. Observation protocols included parameters such as classroom interaction, accessibility of materials, and student engagement. Interviews were guided by semi-structured protocols focusing on learning barriers and needs. Instruments used at this stage included observation sheets, semi-structured interview guides, and audio recorders. Qualitative data from observations and interviews were analyzed using thematic analysis to identify recurring patterns and categories related to accessibility and instructional needs. NVivo software was used to support data organization and coding during this analysis stage. In the second stage (design and develop), learning activities and supporting materials were developed based on the findings of the first stage. These included a multisensory science kit, teacher guides, student worksheets, and practice materials focused on magnetism concepts and learning outcomes as presented in Table 2 . Table 2. Learning outcomes. Topic Magnetism Level 5 th grade Learning outcome Students understand that force can affect the motion of objects, as well as identify the properties of magnets and their uses Learning objectives Students are able to describe the properties of magnet Students are able to conduct experiments to identify the properties of magnets Students are able to report the results of experiments related to the properties of magnets The initial product was then validated by experts in science education, special education, and educational technology. Prior to validation, preliminary discussions with the experts were conducted to establish shared expectations and criteria. The validation process employed a structured questionnaire. The results were analyzed using Aiken’s V equation ( Aiken, 1985 ; Shultz et al., 2021 ) with 4 item categories and 6 raters. The calculated Aiken’s V was then compared to the critical value in the Aiken’s V table (0.78). The validation of the magnetism science activity kit was conducted through expert judgment involving six experts, consisting of two in science education, two in special education, and two in educational technology. The evaluation instrument comprised 13 items, each rated on a 4-point scale (1 = not relevant, 4 = highly relevant). To determine the validity of each item, Aiken’s V coefficient was applied. Aiken’s V is calculated per item based on the ratings provided by all experts, using the following formula: V = Σs n ( c − 1 ) where s = r−ls = r - ls = r−l. In this formula, r represents the score assigned by an expert, l denotes the lowest possible score on the rating scale, n is the total number of experts involved in the validation process, and c refers to the number of categories in the rating scale. Aiken’s V values range from 0 to 1, where values closer to 1 indicate stronger agreement among experts regarding the relevance of the item. In this study, each of the 13 items was evaluated by all six experts, producing an item-level validity coefficient. The overall validity of the instrument was then determined by calculating the average of these item-level coefficients. Data collection for this stage took place from May to June 2025. Expert feedback was also used for iterative revisions, and improvements were made until the product was deemed valid and appropriate for classroom use. The third stage (implement and evaluate) focused on testing the validated kit in a grade 5 magnetism unit at a special needs school. Units of study included magnetic properties, forces, and polarity. The evaluative case study method was used to assess students’ conceptual understanding, combining detailed description, explanation, assessment, and causal analysis ( Smeyers & Depaepe, 2019 ). The participants in this stage were students, the same as those involved in the first stage to ensure continuity and consistency of data. Data were collected in July 2025 through pre- and post-tests, classroom observations, and performance tasks. Instruments included test sheets, observation rubrics, and audio recordings. The pre- and post-tests consisted of short-answer and oral response items designed to assess students’ understanding of magnetism concepts, including magnetic properties, forces, and polarity. Quantitative data from the pre- and post-tests were analyzed using descriptive statistics to examine changes in students’ conceptual understanding. Learning gains were calculated by comparing individual pre-test and post-test scores. Classroom observations and performance tasks were used to document student engagement and learning behaviors during the implementation. These qualitative data were analyzed descriptively to support interpretation of learning outcomes. A summary of the stages, data collection methods, instruments, and types of data is presented in Table 3 . Table 3. Summary of the method. Research stage Type of data Data collection method Instruments Data analysis Analysis Student needs (learning barriers, accessibility, participation); classroom environment Classroom observation; Semi-structured interview with teachers and students Observation sheets, interview guides, audio recorder Thematic analysis using NVivo to identify categories Design & Development Draft of multisensory science kit and supporting materials; Expert judgments and feedback Expert discussion and validation Validation questionnaire, expert review notes Aiken’s V formula to determine validity indices; qualitative synthesis of expert comments for revisions Implementation & Evaluation Student conceptual understanding of magnetism (magnetic properties, forces, polarity); Student engagement Pre- and post-tests; Classroom observation; Performance tasks Test sheets, observation rubrics, audio recordings Descriptive statistics for learning gains, student responses, and classroom interactions Results Stage 1. Analysis An exploratory case study was conducted by observing science learning for students with visual impairments, followed by interviews. The observations revealed that science lessons were conducted in a combined class that included students from grades 1 to 6. Although the grade levels differed, all students learned the same topic simultaneously. During instruction, the teacher provided verbal explanations and guided students to write and answer questions using Braille tools such as reglet and stylus. After completing the tasks, students read their Braille writing aloud, allowing the teacher to check their understanding. This learning pattern was consistently implemented across subjects, including science, and reflects a strong emphasis on verbal interaction and tactile engagement as primary learning modalities. The results of the first phase of the exploratory case study ( Yektyastuti, 2025a ) revealed several important needs of students with visual impairments in science learning, particularly in the topic of magnetism. These needs were grouped into four main categories as presented in Figure 2 , namely: 1) Physical environment: Students require a learning space with minimal visual distractions, tactile cues, and seating arrangements that facilitate interaction with both the learning materials and the teacher; 2) Instructional methods: Students prefer a multisensory approach, including auditory explanations, tactile models, and hands-on experiments. Verbal explanations alone are insufficient for conceptual understanding; 3) Learning and assessment processes: Assessments should include oral questioning, tactile identification, and verbal explanation tasks; and 4) Evaluation processes: Continuous formative evaluations provide a better picture of student understanding and allow for adjustments to learning. These findings support previous research emphasizing the need for adaptive instructional strategies for students with visual impairments. Figure 2. Thematic analysis result. Physical environment Observational data indicated that science learning took place in a combined classroom consisting of students from different grade levels (Grades 1–6), where instruction relied heavily on verbal explanation and Braille-based writing activities. Students used reglet and stylus to record answers, which were then read aloud for teacher feedback. While this environment supported verbal interaction, it provided limited tactile and spatial cues for conceptual understanding. Interview data emphasized the importance of concrete and touchable learning environments for students with visual impairments. The classroom teacher explained that abstract concepts were particularly challenging because students could not rely on visual imagination: “The characteristics of blind children are that they cannot understand imaginary or abstract illustrations, so blind children need concrete learning.” (GKT) The lack of tactile instructional media further constrained the learning environment: “Actually, there is a real need for teaching aids here, it’s not a shortage, in fact, there are none, especially in science learning.” (GKT) These findings highlight the need for a learning environment that minimizes abstraction and maximizes tactile accessibility and interaction. Instructional methods Both observations and interviews revealed that instructional practices were dominated by verbal explanation and question—answer sessions. Although teachers attempted to vary methods, the absence of multisensory teaching aids limited students’ engagement with scientific concepts. Teachers explicitly emphasized the need for varied and hands-on instructional strategies: “When determining strategies and methods, they must be varied, not monotonous lectures and Q&A … I like to give assignments to go to the garden, for example, to look for leaves with surfaces ranging from smooth to rough.” (GKT) The distinction between students with low vision and those who are totally blind was also highlighted: “For low vision students, I can still provide learning media in the form of images … However, for blind students, this is not possible, so they still have to use 3D media.” (GKT) From the students’ perspective, the lack of concrete instructional media made learning science difficult: “It’s difficult when I’m studying and there’s no media because I can’t imagine it.” (SKT3) These findings underscore the necessity of multisensory instructional approaches, including tactile models, auditory explanations, and hands-on activities. Learning and assessment processes The learning and assessment process relied largely on oral questioning and dictated written tests using Braille tools. Observations showed that teachers dictated evaluation questions, and students recorded responses using reglet and stylus. While this approach ensured accessibility, it limited opportunities for students to demonstrate understanding through tactile exploration or practical performance. Students reported difficulties in understanding and remembering science concepts when instruction relied solely on verbal explanation: “It was difficult at one time because there was no learning media.” (SKT2) “It’s difficult to read the questions … it’s hard to imagine what they’re like.” (SKT1) These responses indicate that assessment practices need to move beyond verbal and written formats to include tactile identification, hands-on tasks, and verbal explanation of concrete experiences. Evaluation processes Evaluation was primarily conducted through written and oral tests at the end of lessons, with limited formative feedback during learning activities. Teachers acknowledged that continuous evaluation was more effective for monitoring students’ understanding and adjusting instruction: “If the curriculum is too high for the child’s abilities, we have to modify it … the ones who understand it best are the teachers and the school administration.” (GKT) This highlights the importance of continuous formative evaluation tailored to students’ abilities rather than relying solely on summative assessments. Based on these identified needs, the product design of the science kit was directed to include tactile accessible magnet models, various magnetic and non-magnetic objects, and instructional materials available in multiple formats (print, braille, and audio). This ensured that the developed kit was not only aligned with curricular goals but also responsive to the sensory and cognitive profiles of the learners. Stage 2. Design and develop The results of the analysis in the first phase formed the basis for the development of the second phase product. The product was a science activity kit for magnetism. The product was designed to achieve learning objectives in accordance with the applicable curriculum for special education elementary schools in Indonesia. The science activity kit for magnetism consists of several components: magnets in various models, magnetic objects, and non-magnetic objects. The magnetism kit components are shown in Figure 3 . The magnets are tactilely marked to indicate the north and south poles. The kit also includes an activity guidebook accessible in written, braille, and audio formats. Figure 3. Tactile magnetic kit. The developed magnetism science activity kit was reviewed by six experts: two in science education, two in special education, and two in educational technology. Validation was conducted using a 13-item instrument rated on a 4-point scale. Aiken’s V coefficient was calculated for each item, with values above 0.80 indicating strong validity. Table 4 summarized the validation results of the initial product ( Yektyastuti, 2025b ). Table 4. Expert judgment. Aspect Indicators Expert Σs Aiken’s V Criteria 1 2 3 4 5 6 Accuracy of subject material Accordance with curriculum 4 4 3 3 3 4 15 0.833 Valid Accordance with applicable scientific principles 4 4 3 3 3 4 15 0.833 Valid Engagement of science concept 4 4 3 3 3 4 15 0.833 Valid Compliance with User Needs Science KITs are accessible to visually impaired students 4 4 3 3 3 4 15 0.833 Valid The guidebook in the KIT 4 4 3 3 3 4 15 0.833 Valid Function and Effectiveness Support students’ understanding of science concepts 4 4 3 3 3 4 15 0.833 Valid Support students practice science process skills 4 4 3 3 3 4 15 0.833 Valid Practicality KIT is easy to use 4 4 3 3 3 4 15 0.833 Valid Equipped with all the necessary components 4 4 3 3 3 4 15 0.833 Valid Security Safe for students to use 4 4 3 3 3 4 15 0.833 Valid Durable and not easily damaged 4 4 3 3 3 4 15 0.833 Valid Aesthetics Attractive design and support student learning 4 4 4 4 3 3 16 0.889 Valid suited to the needs of visually impaired students 4 4 4 4 3 3 16 0.889 Valid Average 0 . 842 The magnet kit was then implemented in the classroom science lesson. The teacher provided all students with a verbal introduction to the topic of magnet. The students were then given an explanation of the learning steps using the magnet kit. They observed the magnet kit by touch, read the tactile activity guide, and then carried out learning activities according to the guide. Recommendations summary from experts: • In addition to the magnetic and nonmagnetic objects provided in the kit, encourage students to explore objects around them. Then, ask them to classify their magnetic properties. • Add a box that integrates all the kit components, including the instruction manual. Provide braille markings on the box and each component. Based on expert recommendations, several improvements were made to enhance the functionality and accessibility of the magnetism science activity kit. The activity guide was expanded to encourage students to explore and classify everyday objects by their magnetic properties, fostering independent and contextual learning. Additionally, a storage box was designed to integrate all kit components, with braille markings on both the box and each item to ensure accessibility and ease of use for students with visual impairments. Stage 3. Implement and evaluate The magnet kit was then implemented in learning through 2 science activities. In Activity 1 , students identified magnetic poles. Two different magnets were observed by touch to identify their pole types. The poles of the two magnets were brought close together to observe the repulsion and attraction properties of magnets. Like poles repel, while unlike poles attract. Students experienced the repulsion and attraction between the poles. The activity then continued with one magnet with pole markers and another magnet without markers. Students were then asked to identify the pole type of the unmarked magnet based on the magnetic force it generated when brought close to the magnet with the marked poles. In Activity 2 , students identified magnetic and nonmagnetic objects provided in the kit and objects around them. Based on the magnetic force generated when an object is brought close to a magnet, students can identify whether the object is magnetic or nonmagnetic. The students then present their observations from all of these activities verbally. The teacher administers a verbal test to each student to determine their conceptual understanding of magnets. In the final stage, an evaluative case study was conducted to assess the effectiveness of the designed materials and activities. Table 5 presents the pre- and post-test results of student understanding of magnetism ( Yektyastuti, 2025c ). The average pre-test score was 3.5, which increased to 8.25 in the post-test, with an average gain of +4.75 across the four participants. This improvement demonstrates substantial learning progress following the implementation of the adapted instructional materials. The four participating students (two blind and two with low vision) showed notable improvement in their understanding of magnetism concepts. Students with blindness (S 1 and S 3 ) were able to identify magnetic materials, explain the presence of magnetic forces, and demonstrate understanding of magnetic poles using tactile models and oral explanations. Students with low vision (S 2 and S 4 ) benefited from a combination of visual enlargement and tactile materials, showing comparable gains in concept mastery. Table 5. Result of evaluation. Student Visual acuity Pre-test score Post-test score Gain Description of conceptual understanding S 1 Blind 3 8 +5 Able to identify magnetic materials, explain the presence of magnetic forces, and demonstrate understanding of magnetic poles using tactile models and oral explanations S 2 Low Vision 4 8 +4 Get benefit from a combination of visual enlargement and tactile materials. Able to identify magnetic materials, explain the presence of magnetic forces, and demonstrate understanding of magnetic poles using tactile models and oral explanations S 3 Blind 2 7 +5 Able to identify magnetic materials, explain the presence of magnetic forces, and demonstrate understanding of magnetic poles using tactile models and oral explanations S 4 Low Vision 5 9 +4 Get benefit from a combination of visual enlargement and tactile materials. Able to identify magnetic materials, explain the presence of magnetic forces, and demonstrate understanding of magnetic poles using tactile models and oral explanations The evaluation highlighted that when instruction was adapted to students’ sensory modalities, all participants were able to engage meaningfully with scientific content. This finding aligns with ( Smeyers & Depaepe, 2019 ) assertion that evaluative case studies can effectively reveal causal links between instructional interventions and learning outcomes. Additionally, students reported increased confidence and enjoyment during science lessons. Teachers also noted greater student participation and engagement compared to previous lessons without adapted materials. Taken together, the quantitative evidence of learning gains and the qualitative insights from observations and interviews reinforce each other, showing not only measurable improvements in test performance but also richer engagement, confidence, and independence in science learning among visually impaired students. Discussion The findings of this study underscore the critical importance of designing science instruction that is responsive to the unique sensory, cognitive, and experiential needs of students with visual impairments. Common science education often assumes visual access to phenomena, materials, and representations, which unintentionally marginalizes learners who process information through non-visual modalities. This study demonstrates that when instructional practices and materials are thoughtfully adapted—using tactile, auditory, and kinesthetic strategies—students with visual impairments are capable of developing a robust conceptual understanding of abstract scientific concepts, such as magnetism. This finding underscores that conceptual barriers in science are not inherent to disability itself, but rather to the lack of accessible instructional design. These results align with prior research indicating that the use of multisensory approaches not only supports access but also enhances engagement and learning outcomes among students with disabilities ( Bandyopadhyay & Rathod, 2017 ; Fernández et al., 2019 ; Gustiani et al., 2022 ; Kizilaslan et al., 2019 ). One of the central contributions of this study is the emphasis on systematic instructional design grounded in the analysis of student needs. The initial phase of the research involved an exploratory case study that identified critical barriers and instructional gaps experienced by students with visual impairments in science classrooms. This foundational step ensured that the instructional materials and learning activities developed in the second phase were not only accessible but also pedagogically aligned with how visually impaired learners process and internalize scientific content. This approach reflects the principles of Universal Design for Learning (UDL) ( Langdon, 2020 ; Meyer et al., 2014 ; Tosun, 2022 ), which advocate for flexible, learner-centered instruction that anticipates variability in learners’ abilities, experiences, and backgrounds. The materials designed in this study—particularly the tactile learning aids and adapted activity guides—exemplify how inclusive instructional design can be achieved through an iterative and evidence-informed process. Building on these design principles and the needs identified in the exploratory phase, the development of the science kit was directed to integrate tactile and auditory features that make abstract concepts of magnetism more tangible. The kit included three main components: (a) tactilely accessible magnet models with distinct shapes and sizes that enable students to explore magnetic poles and forces through touch; (b) a set of magnetic and non-magnetic objects made of different materials, allowing learners to conduct classification activities and hands-on experiments; and (c) instructional guides and worksheets provided in multiple formats, including print, braille, and audio recordings, ensuring accessibility for diverse sensory preferences ( Bandyopadhyay & Rathod, 2017 ; Fernández et al., 2019 ; Saleem & Al-Salahat, 2016 ). In addition, the kit was designed with safety considerations and durable materials suitable for repeated classroom use. By aligning its components with the identified learning needs, the science kit served not only as a tool for instruction but also as a medium to foster independent exploration, meaningful interaction, and equitable participation in science learning for students with visual impairments ( Fernández et al., 2019 ; Kizilaslan et al., 2019, 2020 ). This intentional alignment illustrates how adapted resources can move beyond accommodation toward genuine empowerment, enabling students to participate as active constructors of scientific knowledge rather than passive recipients. From a theoretical standpoint, this approach is grounded in constructivist learning theory ( Carey et al., 1989 ; Milton, 1976 ), which emphasizes knowledge construction through active engagement and personal experience, and is further supported by the principles of multisensory learning, where the integration of tactile, auditory, and kinesthetic modalities enhances comprehension and retention of abstract concepts. Furthermore, the evaluative case study methodology used in the third phase of this research provided valuable insights into the impact of the instructional intervention on students’ conceptual understanding. Through qualitative observations and performance-based assessments, the study captured the depth of students’ engagement with the materials and their ability to articulate scientific concepts using appropriate reasoning. Importantly, this study contributes to the expanding literature on inclusive science education by offering both empirical evidence and a practical model for the design, implementation, and evaluation of adapted science instruction for students with visual impairments. While much of the existing research focuses on general inclusion practices or high-level policy frameworks, this study provides concrete instructional strategies and materials that can be replicated or adapted by teachers and curriculum developers. It also responds to a notable gap in the literature—that focus on specific content areas (such as magnetism) and examine learning outcomes in depth ( Akarsu et al., 2021 ; Kizilaslan et al., 2019 ). Few prior studies have systematically connected the process of needs analysis, iterative kit design, and evaluative testing in one research cycle. This study therefore contributes a methodological template for future design-based research in special education. Moreover, the implementation of such adapted instructional materials within inclusive classrooms can be further strengthened through the active role of supporting teachers (special education teachers or teaching assistants). Their presence enables individualized scaffolding, ensures that adaptations are effectively integrated into classroom routines, and facilitates collaboration with general education teachers to create an equitable learning environment for both visually impaired students and their sighted peers ( Rasmitadila et al., 2020 ; Rasmitadila & Goldstein, 2017 ). The results of this study affirm several key implications. Instruction tailored to sensory and cognitive profiles of students with visual impairments can significantly improve access to, and understanding of, abstract scientific content. The development of inclusive learning materials must begin with a thorough analysis of learner needs, ensuring that adaptations are not merely compensatory, but transformational. Evaluative case studies offer a robust methodology for examining the educational impact of instructional innovations in specialized contexts, particularly when quantitative measures are insufficient. For teachers, this study offers a replicable model of lesson design that combines tactile experimentation with guided inquiry. For policymakers and curriculum developers, it highlights the need to embed accessibility considerations from the outset of curricular planning rather than as afterthoughts. This research provides a scalable model for inclusive instructional design that may inform broader efforts to make science education more accessible, equitable, and effective for all learners, including those with disabilities. By integrating multisensory, contextual, and inquiry-based strategies, this study not only expands opportunities for students with visual impairments to engage with science meaningfully, but also challenges conventional notions of how scientific knowledge can be constructed and demonstrated in diverse learning environments. Conclusions This study confirms that thoughtfully adapted instructional practices, grounded in the sensory and cognitive needs of students with visual impairments, can significantly enhance their conceptual understanding of abstract science topics such as magnetism. By integrating tactile, auditory, and hands-on learning strategies, students were able to meaningfully engage with scientific phenomena that are typically conveyed through visual demonstrations. The findings emphasize the value of conducting thorough needs assessments prior to material development, ensuring that adaptations are pedagogically sound and inclusive rather than merely compensatory. Furthermore, the evaluative case study approach provided rich insights into individual learning progress and instructional effectiveness. In line with prior research on multisensory learning for students with disabilities, this study extends the evidence base by demonstrating how structured instructional kits can be systematically designed and validated for use in special education settings. In doing so, it successfully addresses the research gap identified in the introduction, namely the limited availability of empirically tested science instructional models tailored for learners with visual impairments. The results also indicate that the study objectives—identifying instructional needs, developing and validating a magnetism activity kit, and evaluating its effectiveness—were successfully fulfilled. Beyond the local context, the findings carry broader implications for global discussions on inclusive science education. As education systems worldwide move toward equity and universal access, this study illustrates how science learning can be reimagined beyond visual modalities, offering a replicable model that can inform practices in diverse cultural and educational contexts. Ultimately, this research contributes to expanding educational opportunities for learners with disabilities and advancing more equitable, multisensory approaches to science education. Limitations The study involved a small number of participants (four students and two teachers) from a single special needs school, which limits the generalizability of the results. The focus on a single science topic—magnetism—means that further research is required to examine whether similar approaches are effective for other abstract science concepts. In addition, the evaluative case study design provided in-depth insights but did not allow for comparison with a control group. Future research should consider larger samples, diverse school contexts, and comparative designs to strengthen the external validity of these findings. Data availability • Figshare. Instrument and data from Observation and Interview. DOI: http://doi.org/10.6084/m9.figshare.30231700 ( Yektyastuti, 2025a ) • Figshare. Instrument and data from expert judgment. DOI: http://doi.org/10.6084/m9.figshare.30163915 ( Yektyastuti, 2025b ) • Figshare. Instrument and data from test of conceptual understanding. DOI: http://doi.org/10.6084/m9.figshare.30254701 ( Yektyastuti, 2025c ) Data are available under the terms of the Creative Commons Attribution 4.0 International license (CC-BY 4.0). Acknowledgments The author wishes to express deep gratitude to The Indonesian Education Scholarship Program, Center for Higher Education Funding and Assessment and the Indonesian Endowment Fund for Education (LPDP), for providing financial support for this research. 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Publisher Full Text White D, Delaney S: Full STEAM ahead, but who has the map for integration? - A PRISMA systematic review on the incorporation of interdisciplinary learning into schools. Lumat. 2021; 9 (2). Publisher Full Text Wild T: Teacher perceptions regarding teaching and learning of seasonal change concepts of middle school students’ with visual impairments. Journal of Science Education for Students with Disabilities. 2011; 16 (1): 1–13. Publisher Full Text Widiyawati Y, Nurwahidah I: Elclivs berbasis inquiry untuk meningkatkan penguasaan konsep siswa tuna netra pada materi rangkaian listrik. Jurnal Inovasi Pendidikan IPA. 2018; 4 (2): 212–223. Publisher Full Text Reference Source Winters RM, Harden EL, Moore EB: Co-Designing Accessible Science Education Simulations with Blind and Visually-Impaired Teens. ASSETS 2020-22nd International ACM SIGACCESS Conference on Computers and Accessibility. 2020. Publisher Full Text Yektyastuti R: Data from Observation and Interview.2025a. Publisher Full Text Yektyastuti R: Instrument and Data from Expert Judgment.2025b. Publisher Full Text Yektyastuti R: Pre/Post-Test Instrument and Result Data.2025c. Publisher Full Text Yektyastuti R, Amril LO, Nurlaela RS, et al. : Exploring Science Learning Strategies for Visually Impaired and Blind Students In Higher Education Inclusive Class. Atlantis Press SARL; 2024; Vol. 2023 (2). Publisher Full Text Comments on this article Comments (0) Version 2 VERSION 2 PUBLISHED 18 Nov 2025 ADD YOUR COMMENT Comment Author details Author details 1 Science Education, Universitas Sebelas Maret, Surakarta, Central Java, 57126, Indonesia 2 Elementary School Teacher Education, Universitas Djuanda, Bogor, West Java, 16720, Indonesia Resti Yektyastuti Roles: Conceptualization, Data Curation, Formal Analysis, Methodology, Writing – Original Draft Preparation Sarwanto . Roles: Conceptualization, Methodology, Supervision, Validation, Writing – Review & Editing Rasmitadila . Roles: Methodology, Supervision, Validation, Writing – Review & Editing Competing interests No competing interests were disclosed. Grant information The Indonesian Education Scholarship Program, Center for Higher Education Funding and Assessment and the Indonesian Endowment Fund for Education (LPDP) The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Article Versions (2) version 2 Revised Published: 08 Jan 2026, 14:1271 https://doi.org/10.12688/f1000research.171534.2 version 1 Published: 18 Nov 2025, 14:1271 https://doi.org/10.12688/f1000research.171534.1 Copyright © 2026 Yektyastuti R et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Download Export To Sciwheel Bibtex EndNote ProCite Ref. Manager (RIS) Sente metrics Views Downloads F1000Research - - PubMed Central info_outline Data from PMC are received and updated monthly. - - Citations open_in_new 0 open_in_new 0 open_in_new SEE MORE DETAILS CITE how to cite this article Yektyastuti R, . S and . R. Learning Science Beyond Sight: Conceptual Engagement of Elementary School Students with Visual Impairment through Hands-On Activities [version 2; peer review: 3 approved] . F1000Research 2026, 14 :1271 ( https://doi.org/10.12688/f1000research.171534.2 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS track receive updates on this article Track an article to receive email alerts on any updates to this article. TRACK THIS ARTICLE Share Open Peer Review Current Reviewer Status: ? Key to Reviewer Statuses VIEW HIDE Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Version 2 VERSION 2 PUBLISHED 08 Jan 2026 Revised Views 0 Cite How to cite this report: Afriyanti A. Reviewer Report For: Learning Science Beyond Sight: Conceptual Engagement of Elementary School Students with Visual Impairment through Hands-On Activities [version 2; peer review: 3 approved] . F1000Research 2026, 14 :1271 ( https://doi.org/10.5256/f1000research.194748.r449049 ) The direct URL for this report is: https://f1000research.com/articles/14-1271/v2#referee-response-449049 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 16 Jan 2026 Afriyanti Afriyanti , Universitas Gunung Kidul, Gunung Kidul Regency, Special Region of Yogyakarta, Indonesia Approved VIEWS 0 https://doi.org/10.5256/f1000research.194748.r449049 The research topic addresses the challenge that education must be equitable, including for students with visual impairments. The multisensory learning tools developed by the researchers will greatly assist teachers in teaching science to students who are visually impaired. ... Continue reading READ ALL The research topic addresses the challenge that education must be equitable, including for students with visual impairments. The multisensory learning tools developed by the researchers will greatly assist teachers in teaching science to students who are visually impaired. The study design appropriate and is the work technically sound. all the source data underlying the results available to ensure full reproducibility. the conclusions drawn adequately supported by the results. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes References 1. ZORLUOĞLU S, KIZILASLAN A, SÖZBİLİR M: Science for Students with Visual Impairment: An Analysis of Hands-on Activity. Bartın University Journal of Faculty of Education . 2021; 2021 February, Volume 10 (Issue 1): 51-68 Publisher Full Text 2. Supalo C, Humphrey J, Mallouk T, David Wohlers H, et al.: Examining the use of adaptive technologies to increase the hands-on participation of students with blindness or low vision in secondary-school chemistry and physics. Chemistry Education Research and Practice . 2016; 17 (4): 1174-1189 Publisher Full Text Competing Interests: No competing interests were disclosed. Reviewer Expertise: My expertise is in the field of science education. I have developed a science learning model, particularly in physics, namely the OPEK learning model. Another area of my expertise is quantitative analysis based on the Rasch model. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Afriyanti A. Reviewer Report For: Learning Science Beyond Sight: Conceptual Engagement of Elementary School Students with Visual Impairment through Hands-On Activities [version 2; peer review: 3 approved] . F1000Research 2026, 14 :1271 ( https://doi.org/10.5256/f1000research.194748.r449049 ) The direct URL for this report is: https://f1000research.com/articles/14-1271/v2#referee-response-449049 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Masyithoh S. Reviewer Report For: Learning Science Beyond Sight: Conceptual Engagement of Elementary School Students with Visual Impairment through Hands-On Activities [version 2; peer review: 3 approved] . F1000Research 2026, 14 :1271 ( https://doi.org/10.5256/f1000research.194748.r448547 ) The direct URL for this report is: https://f1000research.com/articles/14-1271/v2#referee-response-448547 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 12 Jan 2026 Siti Masyithoh , Universitas Islam Negeri Syarif Hidayatullah Jakarta, South Tangerang, Banten, Indonesia Approved VIEWS 0 https://doi.org/10.5256/f1000research.194748.r448547 Dear Authors, Thank you for your revision to increase ... Continue reading READ ALL Dear Authors, Thank you for your revision to increase the quality of the manuscript. Your revisions are very detail and suitable for the indexing. Competing Interests: No competing interests were disclosed. Reviewer Expertise: Character and inclusive education in elementary schools I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Masyithoh S. Reviewer Report For: Learning Science Beyond Sight: Conceptual Engagement of Elementary School Students with Visual Impairment through Hands-On Activities [version 2; peer review: 3 approved] . F1000Research 2026, 14 :1271 ( https://doi.org/10.5256/f1000research.194748.r448547 ) The direct URL for this report is: https://f1000research.com/articles/14-1271/v2#referee-response-448547 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Author Response 19 Jan 2026 Resti Yektyastuti , Science Education, Universitas Sebelas Maret, Surakarta, 57126, Indonesia 19 Jan 2026 Author Response Thank you very much for your positive feedback on our revised manuscript. We sincerely appreciate your time and effort in reviewing the revisions and are pleased to hear that the ... Continue reading Thank you very much for your positive feedback on our revised manuscript. We sincerely appreciate your time and effort in reviewing the revisions and are pleased to hear that the improvements are considered suitable for indexing. Thank you again for your support and guidance throughout the review process. Thank you very much for your positive feedback on our revised manuscript. We sincerely appreciate your time and effort in reviewing the revisions and are pleased to hear that the improvements are considered suitable for indexing. Thank you again for your support and guidance throughout the review process. Competing Interests: No competing interests were disclosed. Close Report a concern Respond or Comment COMMENTS ON THIS REPORT Author Response 19 Jan 2026 Resti Yektyastuti , Science Education, Universitas Sebelas Maret, Surakarta, 57126, Indonesia 19 Jan 2026 Author Response Thank you very much for your positive feedback on our revised manuscript. We sincerely appreciate your time and effort in reviewing the revisions and are pleased to hear that the ... Continue reading Thank you very much for your positive feedback on our revised manuscript. We sincerely appreciate your time and effort in reviewing the revisions and are pleased to hear that the improvements are considered suitable for indexing. Thank you again for your support and guidance throughout the review process. Thank you very much for your positive feedback on our revised manuscript. We sincerely appreciate your time and effort in reviewing the revisions and are pleased to hear that the improvements are considered suitable for indexing. Thank you again for your support and guidance throughout the review process. Competing Interests: No competing interests were disclosed. Close Report a concern COMMENT ON THIS REPORT Version 1 VERSION 1 PUBLISHED 18 Nov 2025 Views 0 Cite How to cite this report: Minsih M. Reviewer Report For: Learning Science Beyond Sight: Conceptual Engagement of Elementary School Students with Visual Impairment through Hands-On Activities [version 2; peer review: 3 approved] . F1000Research 2026, 14 :1271 ( https://doi.org/10.5256/f1000research.189151.r434010 ) The direct URL for this report is: https://f1000research.com/articles/14-1271/v1#referee-response-434010 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 30 Dec 2025 Minsih Minsih , Universitas Muhammadiyah Surakarta, Surakarta, Indonesia Approved VIEWS 0 https://doi.org/10.5256/f1000research.189151.r434010 A relevant and well-structured study with clear practical value. The main issues relate to clarity of reporting, not methodology. Minor revisions will strengthen the narrative and improve transparency. The paper clearly and accurately presented and cite the current literature.The study ... Continue reading READ ALL A relevant and well-structured study with clear practical value. The main issues relate to clarity of reporting, not methodology. Minor revisions will strengthen the narrative and improve transparency. The paper clearly and accurately presented and cite the current literature.The study design appropriate and is the work technically sound. The statistical analysis and its interpretation appropriate. The analysis of the discussion is in-depth and relevant to the correct citation system. The novelty in the introduction is clearly visible. Improvements that need to be made to this paper are in the introduction: The problem is well presented, but the manuscript needs a more explicit identification of the gap in existing literature. The theoretical basis for multisensory learning should appear earlier. The ADDIE process is described well, but the study lacks detail on how the pre–post tests were adapted for blind and low-vision students. Clarify delivery format (braille/audio/oral) and how the adapted assessments were validated. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests: No competing interests were disclosed. Reviewer Expertise: A relevant and well-structured study with clear practical value. The main issues relate to clarity of reporting, not methodology. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Minsih M. Reviewer Report For: Learning Science Beyond Sight: Conceptual Engagement of Elementary School Students with Visual Impairment through Hands-On Activities [version 2; peer review: 3 approved] . F1000Research 2026, 14 :1271 ( https://doi.org/10.5256/f1000research.189151.r434010 ) The direct URL for this report is: https://f1000research.com/articles/14-1271/v1#referee-response-434010 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Author Response 13 Jan 2026 Resti Yektyastuti , Science Education, Universitas Sebelas Maret, Surakarta, 57126, Indonesia 13 Jan 2026 Author Response Thank you very much for your thoughtful review and positive assessment of our manuscript. We sincerely appreciate your constructive comments, which have helped improve the clarity and transparency of the ... Continue reading Thank you very much for your thoughtful review and positive assessment of our manuscript. We sincerely appreciate your constructive comments, which have helped improve the clarity and transparency of the paper. We are grateful for your recommendation for acceptance and for the time and expertise you devoted to reviewing this work. Thank you very much for your thoughtful review and positive assessment of our manuscript. We sincerely appreciate your constructive comments, which have helped improve the clarity and transparency of the paper. We are grateful for your recommendation for acceptance and for the time and expertise you devoted to reviewing this work. Competing Interests: No competing interests were disclosed. Close Report a concern Respond or Comment COMMENTS ON THIS REPORT Author Response 13 Jan 2026 Resti Yektyastuti , Science Education, Universitas Sebelas Maret, Surakarta, 57126, Indonesia 13 Jan 2026 Author Response Thank you very much for your thoughtful review and positive assessment of our manuscript. We sincerely appreciate your constructive comments, which have helped improve the clarity and transparency of the ... Continue reading Thank you very much for your thoughtful review and positive assessment of our manuscript. We sincerely appreciate your constructive comments, which have helped improve the clarity and transparency of the paper. We are grateful for your recommendation for acceptance and for the time and expertise you devoted to reviewing this work. Thank you very much for your thoughtful review and positive assessment of our manuscript. We sincerely appreciate your constructive comments, which have helped improve the clarity and transparency of the paper. We are grateful for your recommendation for acceptance and for the time and expertise you devoted to reviewing this work. Competing Interests: No competing interests were disclosed. Close Report a concern COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Masyithoh S. Reviewer Report For: Learning Science Beyond Sight: Conceptual Engagement of Elementary School Students with Visual Impairment through Hands-On Activities [version 2; peer review: 3 approved] . F1000Research 2026, 14 :1271 ( https://doi.org/10.5256/f1000research.189151.r434009 ) The direct URL for this report is: https://f1000research.com/articles/14-1271/v1#referee-response-434009 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 24 Dec 2025 Siti Masyithoh , Universitas Islam Negeri Syarif Hidayatullah Jakarta, South Tangerang, Banten, Indonesia Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.189151.r434009 MANDATOR Y revisions: 1. Add a minimally detailed explanation of the instrument and data analysis. 2. Ensure source data is available (grades, rubric, Aiken's V table, etc.). 3. Add a limitations paragraph. 4. Improve consistency of citations and ... Continue reading READ ALL MANDATOR Y revisions: 1. Add a minimally detailed explanation of the instrument and data analysis. 2. Ensure source data is available (grades, rubric, Aiken's V table, etc.). 3. Add a limitations paragraph. 4. Improve consistency of citations and references. RECOMMENDED revisions: 1. Add an ADDIE flowchart to strengthen the visualization of the process. 2. Add sample interview quotes to enrich the qualitative findings. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Partly Are the conclusions drawn adequately supported by the results? Yes Competing Interests: No competing interests were disclosed. Reviewer Expertise: Character and inclusive education in elementary schools I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Masyithoh S. Reviewer Report For: Learning Science Beyond Sight: Conceptual Engagement of Elementary School Students with Visual Impairment through Hands-On Activities [version 2; peer review: 3 approved] . F1000Research 2026, 14 :1271 ( https://doi.org/10.5256/f1000research.189151.r434009 ) The direct URL for this report is: https://f1000research.com/articles/14-1271/v1#referee-response-434009 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Author Response 14 Jan 2026 Resti Yektyastuti , Science Education, Universitas Sebelas Maret, Surakarta, 57126, Indonesia 14 Jan 2026 Author Response We sincerely thank you for the constructive comments and helpful suggestions provided to improve the clarity and transparency of our manuscript. We have carefully addressed all mandatory and recommended revisions ... Continue reading We sincerely thank you for the constructive comments and helpful suggestions provided to improve the clarity and transparency of our manuscript. We have carefully addressed all mandatory and recommended revisions as outlined below. A clearer and more detailed explanation of the research instruments and data analysis procedures has been added to the Procedure section. This includes explicit descriptions of the assessment instruments, expert validation using Aiken’s V, and the quantitative and qualitative analysis approaches applied at each stage of the ADDIE framework. All relevant source data, including student scores, observation rubrics, expert validation results, and the Aiken’s V table, are now made available in the Data Availability section at the end of the article, in line with the journal’s open data policy. A dedicated Limitations section has been included after the conclusion, explicitly discussing the sample size, research context, topic scope, and design constraints of the study. The manuscript has been carefully reviewed to ensure consistency and accuracy of citations and references throughout the text, following the journal’s referencing guidelines. An ADDIE-based research flowchart has been included as Figure 1 , visually summarizing the research stages and strengthening the methodological presentation. Representative interview excerpts from teachers and students have been incorporated into the Findings (Stage 1 Analysis) section. These quotations directly support the thematic analysis and enrich the qualitative interpretation of the results. Once again, we thank you for the insightful feedback, which has significantly strengthened the quality, clarity, and transparency of this manuscript. We sincerely thank you for the constructive comments and helpful suggestions provided to improve the clarity and transparency of our manuscript. We have carefully addressed all mandatory and recommended revisions as outlined below. A clearer and more detailed explanation of the research instruments and data analysis procedures has been added to the Procedure section. This includes explicit descriptions of the assessment instruments, expert validation using Aiken’s V, and the quantitative and qualitative analysis approaches applied at each stage of the ADDIE framework. All relevant source data, including student scores, observation rubrics, expert validation results, and the Aiken’s V table, are now made available in the Data Availability section at the end of the article, in line with the journal’s open data policy. A dedicated Limitations section has been included after the conclusion, explicitly discussing the sample size, research context, topic scope, and design constraints of the study. The manuscript has been carefully reviewed to ensure consistency and accuracy of citations and references throughout the text, following the journal’s referencing guidelines. An ADDIE-based research flowchart has been included as Figure 1 , visually summarizing the research stages and strengthening the methodological presentation. Representative interview excerpts from teachers and students have been incorporated into the Findings (Stage 1 Analysis) section. These quotations directly support the thematic analysis and enrich the qualitative interpretation of the results. Once again, we thank you for the insightful feedback, which has significantly strengthened the quality, clarity, and transparency of this manuscript. Competing Interests: No competing interests were disclosed. Close Report a concern Respond or Comment COMMENTS ON THIS REPORT Author Response 14 Jan 2026 Resti Yektyastuti , Science Education, Universitas Sebelas Maret, Surakarta, 57126, Indonesia 14 Jan 2026 Author Response We sincerely thank you for the constructive comments and helpful suggestions provided to improve the clarity and transparency of our manuscript. We have carefully addressed all mandatory and recommended revisions ... Continue reading We sincerely thank you for the constructive comments and helpful suggestions provided to improve the clarity and transparency of our manuscript. We have carefully addressed all mandatory and recommended revisions as outlined below. A clearer and more detailed explanation of the research instruments and data analysis procedures has been added to the Procedure section. This includes explicit descriptions of the assessment instruments, expert validation using Aiken’s V, and the quantitative and qualitative analysis approaches applied at each stage of the ADDIE framework. All relevant source data, including student scores, observation rubrics, expert validation results, and the Aiken’s V table, are now made available in the Data Availability section at the end of the article, in line with the journal’s open data policy. A dedicated Limitations section has been included after the conclusion, explicitly discussing the sample size, research context, topic scope, and design constraints of the study. The manuscript has been carefully reviewed to ensure consistency and accuracy of citations and references throughout the text, following the journal’s referencing guidelines. An ADDIE-based research flowchart has been included as Figure 1 , visually summarizing the research stages and strengthening the methodological presentation. Representative interview excerpts from teachers and students have been incorporated into the Findings (Stage 1 Analysis) section. These quotations directly support the thematic analysis and enrich the qualitative interpretation of the results. Once again, we thank you for the insightful feedback, which has significantly strengthened the quality, clarity, and transparency of this manuscript. We sincerely thank you for the constructive comments and helpful suggestions provided to improve the clarity and transparency of our manuscript. We have carefully addressed all mandatory and recommended revisions as outlined below. A clearer and more detailed explanation of the research instruments and data analysis procedures has been added to the Procedure section. This includes explicit descriptions of the assessment instruments, expert validation using Aiken’s V, and the quantitative and qualitative analysis approaches applied at each stage of the ADDIE framework. All relevant source data, including student scores, observation rubrics, expert validation results, and the Aiken’s V table, are now made available in the Data Availability section at the end of the article, in line with the journal’s open data policy. A dedicated Limitations section has been included after the conclusion, explicitly discussing the sample size, research context, topic scope, and design constraints of the study. The manuscript has been carefully reviewed to ensure consistency and accuracy of citations and references throughout the text, following the journal’s referencing guidelines. An ADDIE-based research flowchart has been included as Figure 1 , visually summarizing the research stages and strengthening the methodological presentation. Representative interview excerpts from teachers and students have been incorporated into the Findings (Stage 1 Analysis) section. These quotations directly support the thematic analysis and enrich the qualitative interpretation of the results. Once again, we thank you for the insightful feedback, which has significantly strengthened the quality, clarity, and transparency of this manuscript. Competing Interests: No competing interests were disclosed. Close Report a concern COMMENT ON THIS REPORT Comments on this article Comments (0) Version 2 VERSION 2 PUBLISHED 18 Nov 2025 ADD YOUR COMMENT Comment keyboard_arrow_left keyboard_arrow_right Open Peer Review Reviewer Status info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Reviewer Reports Invited Reviewers 1 2 3 Version 2 (revision) 08 Jan 26 read read Version 1 18 Nov 25 read read Siti Masyithoh , Universitas Islam Negeri Syarif Hidayatullah Jakarta, South Tangerang, Indonesia Minsih Minsih , Universitas Muhammadiyah Surakarta, Surakarta, Indonesia Afriyanti Afriyanti , Universitas Gunung Kidul, Gunung Kidul Regency, Indonesia Comments on this article All Comments (0) Add a comment Sign up for content alerts Sign Up You are now signed up to receive this alert Browse by related subjects keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Afriyanti A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 16 Jan 2026 | for Version 2 Afriyanti Afriyanti , Universitas Gunung Kidul, Gunung Kidul Regency, Special Region of Yogyakarta, Indonesia 0 Views copyright © 2026 Afriyanti A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions The research topic addresses the challenge that education must be equitable, including for students with visual impairments. The multisensory learning tools developed by the researchers will greatly assist teachers in teaching science to students who are visually impaired. The study design appropriate and is the work technically sound. all the source data underlying the results available to ensure full reproducibility. the conclusions drawn adequately supported by the results. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes References 1. ZORLUOĞLU S, KIZILASLAN A, SÖZBİLİR M: Science for Students with Visual Impairment: An Analysis of Hands-on Activity. Bartın University Journal of Faculty of Education . 2021; 2021 February, Volume 10 (Issue 1): 51-68 Publisher Full Text 2. Supalo C, Humphrey J, Mallouk T, David Wohlers H, et al.: Examining the use of adaptive technologies to increase the hands-on participation of students with blindness or low vision in secondary-school chemistry and physics. Chemistry Education Research and Practice . 2016; 17 (4): 1174-1189 Publisher Full Text Competing Interests No competing interests were disclosed. Reviewer Expertise My expertise is in the field of science education. I have developed a science learning model, particularly in physics, namely the OPEK learning model. Another area of my expertise is quantitative analysis based on the Rasch model. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (0) Afriyanti A. Peer Review Report For: Learning Science Beyond Sight: Conceptual Engagement of Elementary School Students with Visual Impairment through Hands-On Activities [version 2; peer review: 3 approved] . F1000Research 2026, 14 :1271 ( https://doi.org/10.5256/f1000research.194748.r449049) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1271/v2#referee-response-449049 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Masyithoh S. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 12 Jan 2026 | for Version 2 Siti Masyithoh , Universitas Islam Negeri Syarif Hidayatullah Jakarta, South Tangerang, Banten, Indonesia 0 Views copyright © 2026 Masyithoh S. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (1) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Dear Authors, Thank you for your revision to increase the quality of the manuscript. Your revisions are very detail and suitable for the indexing. Competing Interests No competing interests were disclosed. Reviewer Expertise Character and inclusive education in elementary schools I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (1) Author Response 19 Jan 2026 Resti Yektyastuti, Science Education, Universitas Sebelas Maret, Surakarta, 57126, Indonesia Thank you very much for your positive feedback on our revised manuscript. We sincerely appreciate your time and effort in reviewing the revisions and are pleased to hear that the improvements are considered suitable for indexing. Thank you again for your support and guidance throughout the review process. View more View less Competing Interests No competing interests were disclosed. reply Respond Report a concern Masyithoh S. Peer Review Report For: Learning Science Beyond Sight: Conceptual Engagement of Elementary School Students with Visual Impairment through Hands-On Activities [version 2; peer review: 3 approved] . F1000Research 2026, 14 :1271 ( https://doi.org/10.5256/f1000research.194748.r448547) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1271/v2#referee-response-448547 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Minsih M. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 30 Dec 2025 | for Version 1 Minsih Minsih , Universitas Muhammadiyah Surakarta, Surakarta, Indonesia 0 Views copyright © 2026 Minsih M. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (1) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions A relevant and well-structured study with clear practical value. The main issues relate to clarity of reporting, not methodology. Minor revisions will strengthen the narrative and improve transparency. The paper clearly and accurately presented and cite the current literature.The study design appropriate and is the work technically sound. The statistical analysis and its interpretation appropriate. The analysis of the discussion is in-depth and relevant to the correct citation system. The novelty in the introduction is clearly visible. Improvements that need to be made to this paper are in the introduction: The problem is well presented, but the manuscript needs a more explicit identification of the gap in existing literature. The theoretical basis for multisensory learning should appear earlier. The ADDIE process is described well, but the study lacks detail on how the pre–post tests were adapted for blind and low-vision students. Clarify delivery format (braille/audio/oral) and how the adapted assessments were validated. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise A relevant and well-structured study with clear practical value. The main issues relate to clarity of reporting, not methodology. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (1) Author Response 13 Jan 2026 Resti Yektyastuti, Science Education, Universitas Sebelas Maret, Surakarta, 57126, Indonesia Thank you very much for your thoughtful review and positive assessment of our manuscript. We sincerely appreciate your constructive comments, which have helped improve the clarity and transparency of the paper. We are grateful for your recommendation for acceptance and for the time and expertise you devoted to reviewing this work. View more View less Competing Interests No competing interests were disclosed. reply Respond Report a concern Minsih M. Peer Review Report For: Learning Science Beyond Sight: Conceptual Engagement of Elementary School Students with Visual Impairment through Hands-On Activities [version 2; peer review: 3 approved] . F1000Research 2026, 14 :1271 ( https://doi.org/10.5256/f1000research.189151.r434010) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1271/v1#referee-response-434010 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 Masyithoh S. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 24 Dec 2025 | for Version 1 Siti Masyithoh , Universitas Islam Negeri Syarif Hidayatullah Jakarta, South Tangerang, Banten, Indonesia 0 Views copyright © 2025 Masyithoh S. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (1) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions MANDATOR Y revisions: 1. Add a minimally detailed explanation of the instrument and data analysis. 2. Ensure source data is available (grades, rubric, Aiken's V table, etc.). 3. Add a limitations paragraph. 4. Improve consistency of citations and references. RECOMMENDED revisions: 1. Add an ADDIE flowchart to strengthen the visualization of the process. 2. Add sample interview quotes to enrich the qualitative findings. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Partly Are the conclusions drawn adequately supported by the results? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise Character and inclusive education in elementary schools I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (1) Author Response 14 Jan 2026 Resti Yektyastuti, Science Education, Universitas Sebelas Maret, Surakarta, 57126, Indonesia We sincerely thank you for the constructive comments and helpful suggestions provided to improve the clarity and transparency of our manuscript. We have carefully addressed all mandatory and recommended revisions as outlined below. A clearer and more detailed explanation of the research instruments and data analysis procedures has been added to the Procedure section. This includes explicit descriptions of the assessment instruments, expert validation using Aiken’s V, and the quantitative and qualitative analysis approaches applied at each stage of the ADDIE framework. All relevant source data, including student scores, observation rubrics, expert validation results, and the Aiken’s V table, are now made available in the Data Availability section at the end of the article, in line with the journal’s open data policy. A dedicated Limitations section has been included after the conclusion, explicitly discussing the sample size, research context, topic scope, and design constraints of the study. The manuscript has been carefully reviewed to ensure consistency and accuracy of citations and references throughout the text, following the journal’s referencing guidelines. An ADDIE-based research flowchart has been included as Figure 1 , visually summarizing the research stages and strengthening the methodological presentation. Representative interview excerpts from teachers and students have been incorporated into the Findings (Stage 1 Analysis) section. These quotations directly support the thematic analysis and enrich the qualitative interpretation of the results. Once again, we thank you for the insightful feedback, which has significantly strengthened the quality, clarity, and transparency of this manuscript. View more View less Competing Interests No competing interests were disclosed. reply Respond Report a concern Masyithoh S. Peer Review Report For: Learning Science Beyond Sight: Conceptual Engagement of Elementary School Students with Visual Impairment through Hands-On Activities [version 2; peer review: 3 approved] . F1000Research 2026, 14 :1271 ( https://doi.org/10.5256/f1000research.189151.r434009) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. 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