A Study of Technical Signs in Science: Implications for Lexical Database Development

Lang, Harry G.; Hupper, Mary LaPorta; Monte, Denise A.; Brown, Scott W.; Babb, Ivar; Scheifele, Pete M.

doi:10.1093/deafed/enl018

Cited by 20 publications

(12 citation statements)

References 14 publications

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“…It is then, once the language is understood that the child can synthesize this information and use it to formulate arguments about new scientific concepts presented. Lang et al (2007) also found that misconceptions can develop through the interpretation of signs. In their study they found that students were often unaware that the sign used in class represented a concept previously taught.…”

Section: Literature Reviewmentioning

confidence: 97%

“…Not all deaf students use a signed language and of those that do, their sign language comprehension is often not at a high enough level cognitively for them to make full use of it when learning (Marschark et al, 2009). Lang et al (2007) identify that of all the key words used in science education, around 60 per cent do not have a signed representation and instead rely on finger spelling for identity. This can have implications on the conceptual understanding of a scientific concept.…”

Section: Literature Reviewmentioning

confidence: 99%

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Developing Deaf Children's Conceptual Understanding and Scientific Argumentation Skills: A Literature Review

Jones¹

2014

Deafness & Education International

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There is limited research available in the area of science education for deaf children. In the twenty-first century, the importance of science and specifically scientific argumentation cannot be overlooked as a vital aspect of the curriculum. Current science teaching presents a range of difficulties for deaf students particularly when abstract concepts are delivered using a didactic approach with a reliance on text books. Research also identifies that inferencing skills and the language needed to articulate findings are often underdeveloped in deaf students. This review discusses the need for teaching and testing methods to be adapted to suit the learning needs of deaf students to provide them with the opportunity to learn and demonstrate their knowledge in a manner which is not solely dependent on their literacy skills. In the concluding paragraphs it is suggested that by using analogy-based role play in science teaching, teachers are able to create a learning environment which allows participation with the abstract and enables students to explore scientific concepts which ordinarily could not be seen. It is further suggested that this teaching approach could equip deaf students with the knowledge and skills needed to develop scientific argumentation by allowing them to visualize and make links between concepts and ultimately raise their engagement and attainment in science.

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Section: Literature Reviewmentioning

confidence: 97%

Section: Literature Reviewmentioning

confidence: 99%

Developing Deaf Children's Conceptual Understanding and Scientific Argumentation Skills: A Literature Review

Jones¹

2014

Deafness & Education International

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“…This is because course content was not addressing the needs of teachers of the deaf. Lang et al (2007) argued that an indication that professional working with the deaf meets with difficulties is seen in a receipt of constant flow of queries for assistance on a daily basis from a variety of educators and students requests for assistance. The range includes planning professional development workshops in school districts for special teachers.…”

Section: Discussionmentioning

confidence: 99%

Effect and snags of provision of in-service education and training for teachers in basic schools for the deaf

Issaka¹

2018

Int. J. Educ. Admin. Pol. Stud.

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Regular and effective provision of in-service training for teachers is a necessary practice for the educational development of any country. The provision of effective in-service training and education for special teachers is however bedeviled with many challenges. To appraise the effect and problems of inservice training in Ghana, a survey involving 90 teachers from three schools for the deaf namely: Savelugu, Wa and Gbeogo Schools for the Deaf were sampled in this study. A set of 94 questionnaire and 4 exclusive separate interviews sessions were used to collect data for the study. The data was tallied into frequency tables and percentage distribution tables were generated from MS Excel for further interpretation and discussion. The study revealed that in-service training programmes are few and highly ineffective. There is a general delink between what the special teacher needs and what is provided leading to the little use of knowledge and skills acquired from the training. Lack of material resources, teaching aids, modern equipment and funding opportunities have served as a huge blockage to the provision of effective in-service training and education. In-service training can only be made effective if it is preceded by needs assessment with funding made available for the training of teachers of special schools.

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“…Findings also begin to show that its use can support several of the "highly cited practices" for science and mathematics instruction for students who are deaf or hard of hearing (Easterbrooks & Stephenson, 2006). For example, building on research conducted by Lang, et al (2007) showing that conceptually accurate signing in science was able to provide greater science understanding, teachers who use the SMD may be able to integrate more conceptually accurate signs for mathematics terms into their math instruction to provide greater mathematics understanding (Practice 1: Teacher as Skilled Communicator, Practice 2: Instruction through the Primary Language). Also, use of multimedia technology may increase attention through use of imagery and promote retention during academic tasks (Easterbrooks, 2010).…”

Section: Implications For Practicementioning

confidence: 90%

Teaching Mathematics Vocabulary with an Interactive Signing Math Dictionary

Vesel¹,

Robillard²

2013

Journal of Research on Technology in Education

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State frameworks and national standards are explicit about the mathematics content that students must master at each grade level. Although the Individuals with Disabilities Education Act and the No Child Left Behind Act mandate that students who are deaf or hard of hearing and communicate in sign language have access to this content, evidence suggests that it remains out of reach for many in this group. The purpose of the implementation research described in this article was to examine use of a Signing Math Dictionary (SMD) to help students who are members of this population access the vocabulary required to master the mathematics content that underlies the topics they are studying. The study included eight separate classes and a total of 39 participants-8 teachers and 31 students-representing grades 4-8. The research design incorporated a descriptive case study methodology that involved observing (a) teaching mathematics without the SMD, (b) preparing students to use the SMD, (c) teaching mathematics with the SMD. The results suggest that, when used in actual classroom settings, the SMD may be a resource that supplements effective teaching and learning of the vocabulary of mathematics. However, further research is needed to study its use by both experienced and inexperienced teachers working with students in schools for the deaf and in inclusion settings, across math topics and grades.

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A Study of Technical Signs in Science: Implications for Lexical Database Development

Cited by 20 publications

References 14 publications

Developing Deaf Children's Conceptual Understanding and Scientific Argumentation Skills: A Literature Review

Developing Deaf Children's Conceptual Understanding and Scientific Argumentation Skills: A Literature Review

Effect and snags of provision of in-service education and training for teachers in basic schools for the deaf

Teaching Mathematics Vocabulary with an Interactive Signing Math Dictionary

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