Inquiry-Based Science Instruction and Performance Literacy for Students Who Are Deaf or Hard of Hearing

Autor/in	Wang, Ye
Titel	Inquiry-Based Science Instruction and Performance Literacy for Students Who Are Deaf or Hard of Hearing
Quelle	In: American Annals of the Deaf, 156 (2011) 3, S.239-254 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Inquiry; Active Learning; Partial Hearing; Deafness; Science Instruction; Educational History; Educational Research; Textbooks; Literacy; Audiovisual Aids + Suchen Sie Ihr Suchwort? Aktives Lernen; Hörbehinderung; Gehörlosigkeit; Taubstummheit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; History of education; Bildungsgeschichte; Bildungsforschung; Pädagogische Forschung; Textbook; Text book; Schulbuch; Lehrbuch; Alphabetisierung; Schreib- und Lesefähigkeit; Audiovisuelles Medium
Abstract	Deaf and hard of hearing students, who cannot successfully access and utilize information in print, experience various difficulties in conventional science instruction, which heavily relies on lectures and textbooks. The purpose of the present review is threefold. First, an overview of inquiry-based science instruction reform, including the sociohistorical forces behind the movement, is presented. Then, the author examines the empirical research on science education for students who are deaf or hard of hearing from the 1970s to the present and identifies and rates inquiry-based practice. After discussing the difficulty of using science texts with deaf and hard of hearing students, the author introduces a conceptual framework that integrates inquiry-based instruction and the construct of performance literacy. She suggests that this integration should enable students who are deaf or hard of hearing to access the general education curriculum. (Contains 2 tables and 1 note.) (As Provided).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/annals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10