Teaching Science to Elementary School Deaf Children in Brazil

Flores, Ana Claudia da Fonseca; Rumjanek, Vivian M.

doi:10.4236/ce.2015.620216

Cited by 9 publications

(13 citation statements)

References 14 publications

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“…Attitudes of students toward science subjects have generated debates among researchers. Hirca, Çalik and Seven (2011) view instructional techniques as a determinant of attitude, while Flores and Rumjanek (2015) conceive school climates and family involvement as factors that influence learners' attitudes toward sciences. Students' attitudes toward sciences, irrespective of gender, have been studied.…”

Section: Literature Reviewmentioning

confidence: 99%

Digitalized Versus Interpreted Biology Instructions for Deaf Learners: Implications for a Technosociety

Adigun

Nzima

2020

JESR

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Deaf learners have strived to enrol in science-related subjects but barriers towards effective teaching and learning have contributed to low performances in science-related subjects. Although previous studies have affirmed that learners’ attitude towards scientific instructions and pedagogical strategies used by science teachers creates barriers to effective learning and expected learning outcomes, but gaps still exist in the use of digital components in learning outcomes of deaf learners. Therefore, this study, determined the moderating effects of onset of deafness on the attitudes of deaf learners towards Biology in Ibadan, Nigeria. Twenty-seven deaf learners were exposed to an 8-week digitalized and interpreted Biology instructions. Data were collected using the Biology Achievement Test before and after the treatment sessions. The data generated were analysed using the Analysis of Variance at p < 0.05. The results revealed that deaf learners in the digital Biology class performed better than their peers in the interpreted Biology instructions. Variations in the attitude toward Biology based on onset of hearing loss were observed. Based on the findings, recommendations were made to adequately prepare the deaf for a technologically-driven inclusive society.

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Section: Literature Reviewmentioning

confidence: 99%

Digitalized Versus Interpreted Biology Instructions for Deaf Learners: Implications for a Technosociety

Adigun

Nzima

2020

JESR

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“…STS approach also provides active learning and focuses on student-centered learning, which is important to provide direct and meaningful experience in science learning. Active learning in scientific topics produced positive results among profoundly deaf secondary school students (Rumjanek et al, 2012;Pinto-Silva, Martins, & Rumjanek, 2013in Flores & Rumjanek, 2015. STS approach can be applied in the learning process to train and improve deaf students' achievements in science especially in five STS domains (i.e.…”

Section: Introductionmentioning

confidence: 99%

Improving Deaf and Hard of Hearing Students’ Achievements Using STS Approach: A Literature Review

Atika

Ediyanto

Kawai

2018

International Journal of Pedagogy and Teacher Education

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Science for all indicates that science should be accessible to all learners including deaf and hard of hearing (DHH) students, but they tend to struggle with developing abstract concepts of science optimally. Science, Technology, and Society (STS) approach is an interdisciplinary approach to science learning which is integrating science with technology and society aspects. Through STS approach, students become more interested in learning abstract concepts of science because they can apply the concepts throughout their daily living. The purpose of this study was to investigate whether DHH students improve their achievement levels of science specifically in the aspects of cognitive and affective via STS approach. A total of five journal articles from 2008-2016 written in English on the topic of science learning using STS approach were reviewed. This literature was collected via ERIC database. Then they were analyzed and interpreted in accordance with the objectives of the study. Based on the literature reviews, students experiencing STS instruction improve their achievements according to five STS domains in science learning. Due to learning via STS approach, students not only memorize the science concepts, but also enable to analyze scientific information as well as to apply it in their real-life situations, and set them on a path of life-long learning in science.

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“…Thus, it has been necessary for them to struggle to ensure their full citizenship and rights (Dias et al, 2014, Flores & Rumjanek, 2015.…”

Section: Resultsmentioning

confidence: 99%

“…Importantly, the presence of these students in this system brought several challenges that range from the lack of specialized support services to meet their linguistic needs (e.g. interpreters), to the presence of unprepared teachers to attend in a inclusive perspective and deal with classes that present hearing and deaf people at same time (Dias et al, 2014, Flores & Rumjanek, 2015.…”

Section: Introductionmentioning

confidence: 99%

“…They should be part of a multidisciplinary teaching team and engage collaboratively with teachers to guarantee for the deaf students the education access so they can have a proper understanding of the whole scholar curriculum, including complex disciplines such as science and biotechnology (Smith, 2008, Rumjanek et al, 2012, Flores & Rumjanek, 2015.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Sign Language Interpreters: Perception Analysis about Working with Deaf Students in a Federal Institute of Education, Science and Technology in the Northern Region of Brazil

Freitas¹,

Delou²,

Amorim³

et al. 2017

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The interpreters of Sign Language have an essential role in the education of deaf students in all countries including Brazil. They mediate the whole teaching and learning process as they are responsible for the communication between teachers and students. Due to their important role, their performance has direct implications in the student's academic success as well as in the process of their inclusion in the society, which begins at early age at school. In the present study we investigated the perception of Brazilian interpreters that work in a Federal Institute of education, science and technology in the northern region of Brazil. Thus we analyzed their opinion about different aspects involving their work with students with hearing disabilities in this institution. On that purpose we employed a quali-quantitative approach by using a questionnaire with structured and non-structured questions. According to the interpreters' point of view, some actions still have to be done to achieve the effective inclusion of students with hearing impairment in the educational institution evaluated. On that matter the work of interpreters should be more recognized as important for the teaching and learning process of deaf students leading to the improvement of their work conditions for attending them. These professionals also reported the importance of teachers learning sign language for improving the psychological aspects of these students and their perception of the institution acceptance.

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Teaching Science to Elementary School Deaf Children in Brazil

Cited by 9 publications

References 14 publications

Digitalized Versus Interpreted Biology Instructions for Deaf Learners: Implications for a Technosociety

Digitalized Versus Interpreted Biology Instructions for Deaf Learners: Implications for a Technosociety

Improving Deaf and Hard of Hearing Students’ Achievements Using STS Approach: A Literature Review

Sign Language Interpreters: Perception Analysis about Working with Deaf Students in a Federal Institute of Education, Science and Technology in the Northern Region of Brazil

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