Deaf, Hard-of-Hearing, and Hearing Signing Undergraduates’ Attitudes toward Science in Inquiry-Based Biology Laboratory Classes

Gormally, Cara

doi:10.1187/cbe.16-06-0194

Cited by 14 publications

(10 citation statements)

References 30 publications

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“…The specific contribution of collaboration to student outcomes is often hard to assess, because collaboration is rarely the sole focus of an intervention (e.g., it is often paired with inquiry; Seifert et al. , 2009 ; Jensen and Lawson, 2011 ; Gormally, 2017 ). The common practice of introducing collaboration in tandem with more active-learning practices (e.g., think–pair–share, problem-based learning, inquiry instruction) means that the impacts of collaborative work on both student learning and classroom environments are often entangled within broader interventions.…”

Section: Introductionmentioning

confidence: 99%

Promoting Collaborative Classrooms: The Impacts of Interdependent Cooperative Learning on Undergraduate Interactions and Achievement

Premo

Cavagnetto

Davis

2018

LSE

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Collaboration is an important career skill and vital to student understanding of the social aspects of science, but less is known about relationships among collaborative-learning strategies, classroom climate, and student learning. We sought to increase the collaborative character of introductory undergraduate laboratory classrooms by analyzing a 9-week intervention in 10 classrooms (n = 251) that participated in cooperative-learning modules (promoting interdependence via a modified jigsaw technique). Students in an additional 10 classrooms (n = 232) completed the same material in an unstructured format representative of common educational practice. Results showed that, when between-class variance was controlled for, intervention students did not score higher on weekly quizzes, but science interest and prior science experience had a reduced relationship to quiz performance in intervention classrooms. Also, intervention classrooms showed increased collaborative engagement at both whole-class and individual levels (24 students at three time points), but the intervention was only one of several factors found to account for late-intervention classroom collaborative engagement (prosocial behavior and discussion practices). Taken together, findings suggest that integrating interdependence-based tasks may foster collaborative engagement at both small-group and whole-classroom levels, but by itself may not be enough to promote increased student achievement.

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Section: Introductionmentioning

confidence: 99%

Promoting Collaborative Classrooms: The Impacts of Interdependent Cooperative Learning on Undergraduate Interactions and Achievement

Premo

Cavagnetto

Davis

2018

LSE

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“…Currently, there is little research about STEM teaching and learning strategies for deaf students. We know that both concept mapping and inquiry-based laboratory learning strategies are beneficial for deaf students ( Solomon and Rashid, 2017a ,b) and that participation in inquiry-based laboratory learning has caused deaf students to develop positive attitudes toward science ( Gormally, 2017 ). More research about learning strategies, particularly deaf students’ experiences with group-work dynamics, is needed.…”

Section: Emily’s Stem Classroom Experiencementioning

confidence: 99%

Welcoming Deaf Students into STEM: Recommendations for University Science Education

Braun

Clark

Marchut

et al. 2018

LSE

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Scientists are shaped by their unique life experiences and bring these perspectives to their research. Diversity in life and cultural experiences among scientists, therefore, broadens research directions and, ultimately, scientific discoveries. Deaf individuals, for example, have successfully contributed their unique perspectives to scientific inquiry. However, deaf individuals still face challenges in university science education. Most deaf students in science, technology, engineering, and mathematics (STEM) disciplines interact with faculty who have little to no experience working with deaf individuals and who often have preconceptions or simply a lack of knowledge about deaf individuals. In addition to a lack of communication access, deaf students may also feel unwelcome in STEM, as do other underrepresented groups. In this essay, we review evidence from the literature and, where data are lacking, contribute the expert opinions of the authors, most of whom are deaf scientists themselves, to identify strategies to best support deaf students in university STEM education. We describe the journey of a hypothetical deaf student and methods for faculty to create a welcoming environment. We describe and provide recommendations for classroom seating and layout, accommodations, teaching strategies, and research mentoring. We also discuss the importance of including deaf scientists in research about deaf individuals.

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“…The promotion of inquiry-based laboratories in the science curriculum is one attempt to "de-cookbook" laboratory teaching and learning. Inquiry-based exercises allow learners to frame experimental questions, procedures, or solutions for ill-structured problems in ways that are meaningful to them (Falk & Drayton, 2000;Jonassen, 1997) and that engage them in the collaborative negotiation of meaning through observation, analysis, writing, discussion, and presentation in collaborative environments (Gormally, 2017;Robinson, 2013;Saleh et al, 2020;Weaver et al, 2016). This study aimed to examine the effectiveness of introductory-level inquiry-based instructional laboratories in improving the skills and attitudes necessary to solve scientific problems in collaborative working environments.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of inquiry‐based science laboratories for improving teamwork and problem‐solving skills and attitudes

Huang

2021

J Res Sci Teach

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Deaf, Hard-of-Hearing, and Hearing Signing Undergraduates’ Attitudes toward Science in Inquiry-Based Biology Laboratory Classes

Cited by 14 publications

References 30 publications

Promoting Collaborative Classrooms: The Impacts of Interdependent Cooperative Learning on Undergraduate Interactions and Achievement

Promoting Collaborative Classrooms: The Impacts of Interdependent Cooperative Learning on Undergraduate Interactions and Achievement

Welcoming Deaf Students into STEM: Recommendations for University Science Education

Effectiveness of inquiry‐based science laboratories for improving teamwork and problem‐solving skills and attitudes

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