Supporting the development of scientific enquiry and conceptual understanding in science with deaf and typically hearing preschool children through a home-based science intervention

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Deafness & Education International Pub Date : 2022-07-21 DOI:10.1080/14643154.2022.2102718
Lindsey Jones, H. Chilton, Anna L. Theakston
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Abstract

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.
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通过以家庭为基础的科学干预,支持失聪和正常听力学龄前儿童科学探究和科学概念理解的发展
本研究旨在确定一项以家庭为基础的科学干预试点对聋儿和正常听力儿童对科学的概念理解及其推理和交流理解的能力(科学探究技能)的影响。数据显示,到5岁时,失聪儿童与正常听力儿童之间的科学成就存在差距,但对失聪儿童的早期干预通常忽视了科学的发展。我们创建了一项干预措施来支持护理人员(N = 17)将科学语言融入他们的日常生活中。参与者被分为对照组和干预组;每组中都有聋哑儿童和正常听力儿童的照顾者。在13个月的时间里,护理人员完成了5次评估(每次在两个不同的时间点);四个是关于孩子对概念的理解,一个是关于他们发展科学探究技能。所有的照顾者,不论小组,都报告了他们的孩子在概念理解方面的积极收获。据报道,失聪儿童的照料者在科学探究技能方面比正常听力儿童获得了更大的进步。这提供了初步证据,表明长期干预可能为缩小失聪儿童和正常听力儿童之间的成就差距提供机会。
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来源期刊
Deafness & Education International
Deafness & Education International EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
7.10%
发文量
14
期刊介绍: Deafness and Education International is a peer-reviewed journal published quarterly, in alliance with the British Association of Teachers of the Deaf (BATOD) and the Australian Association of Teachers of the Deaf (AATD). The journal provides a forum for teachers and other professionals involved with the education and development of deaf infants, children and young people, and readily welcomes relevant contributions from this area of expertise. Submissions may fall within the areas of linguistics, education, personal-social and cognitive developments of deaf children, spoken language, sign language, deaf culture and traditions, audiological issues, cochlear implants, educational technology, general child development.
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