The Development, Dissemination, and Evaluation of Science Activities for Hearing-Impaired Children. Final Report.

Autor/inn/en	Barman, Charles R.; Shedd, Jill D.
Institution	Indiana Univ., Bloomington. School of Education.
Titel	The Development, Dissemination, and Evaluation of Science Activities for Hearing-Impaired Children. Final Report.
Quelle	(1991), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum Development; Deafness; Disabilities; Educational Research; Elementary School Science; Elementary Secondary Education; Hands on Science; Hearing Impairments; Higher Education; Inservice Teacher Education; Learning Processes; Partial Hearing; Science Activities; Science Curriculum; Science Instruction; Special Education Teachers + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Gehörlosigkeit; Taubstummheit; Handicap; Behinderung; Bildungsforschung; Pädagogische Forschung; Hearing impairment; Hörbehinderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Learning process; Lernprozess; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende
Abstract	The main focus of this project was to prepare a handbook of science activities and to disseminate this handbook to K-8 teachers of the hearing-impaired in the State of Indiana. The handbook, titled "Doing Science Using the Learning Cycle," was developed by a select group of teachers and several consultants with expertise in curriculum development. The same teachers that were involved in developing the handbook also conducted 4 inservice sessions throughout Indiana. In these sessions, teachers (n=46) of hearing-impaired children were introduced to the learning cycle teaching strategy and were provided with an opportunity to develop their own lessons using this approach. The project was evaluated via three components. One facet of the evaluation focused on the effectiveness of the project in developing and disseminating information about the learning cycle. A second facet of the evaluation assessed the quality of the handbook. The final phase of the evaluation was directed at teachers' implementation of the learning cycle in science teaching. Overall, all aspects of the project were assessed positively. The teachers felt that the handbook and the inservice sessions were very helpful in introducing them to the learning cycle approach. In addition, they indicated that their students responded very favorably to the learning cycle lessons. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC