Supporting the Development of Scientific Enquiry and Conceptual Understanding in Science with Deaf and Typically Hearing Preschool Children through a Home-Based Science Intervention

Autor/inn/en	Jones, Lindsey; Chilton, Helen; Theakston, Anna
Titel	Supporting the Development of Scientific Enquiry and Conceptual Understanding in Science with Deaf and Typically Hearing Preschool Children through a Home-Based Science Intervention
Quelle	In: Deafness & Education International, 25 (2023) 2, S.140-155 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jones, Lindsey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-3154
DOI	10.1080/14643154.2022.2102718
Schlagwörter	Deafness; Students with Disabilities; Achievement Gap; Science Achievement; Science Education; Caregiver Role; Intervention; Video Technology; Educational Technology; Inquiry; Science Process Skills; Preschool Children; Hearing Impairments; Scientific Concepts; Concept Formation; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Naturwissenschaftliche Bildung; Unterrichtsmedien; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Hearing impairment; Hörbehinderung; Concept learning; Begriffsbildung; Ausland
Abstract	The study sought to determine the effects of a pilot home-based science intervention on deaf and typically hearing children's conceptual understanding of science and their abilities to reason about and communicate their understanding (scientific enquiry skills). Data show that by age 5 years a science attainment gap exists between deaf children and those typically hearing yet early interventions with deaf children typically neglect the development of science. We created an intervention to support caregivers (N = 17) to incorporate the language of science into their daily routines. Participants were placed into a control or intervention group; within each group were caregivers of deaf and typically hearing children. Over a period of 13 months, caregivers completed five assessments (each at two different time points); four on their child's understanding of concepts and one on their developing scientific enquiry skills. All caregivers, irrespective of group, reported positive gains in their child's conceptual understanding. Caregivers of deaf children reported greater gains in scientific enquiry skills than those of typically hearing children. This offers preliminary evidence to suggest that longer-term interventions may provide an opportunity to narrow the attainment gap between deaf and typically hearing children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01