Computer-Model-Based Audio and Its Influence on Science Learning by People Who Are Blind

Autor/inn/en	Lahav, Orly; Hagab, Noha; Levy, Sharona Tal; Talis, Vadim
Titel	Computer-Model-Based Audio and Its Influence on Science Learning by People Who Are Blind
Quelle	In: Interactive Learning Environments, 27 (2019) 5-6, S.856-868 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lahav, Orly) ORCID (Levy, Sharona Tal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2018.1500378
Schlagwörter	Blindness; STEM Education; Computer Assisted Instruction; Accessibility (for Disabled); Instructional Materials; Scientific Concepts; Pretests Posttests; Access to Education; Braille; Young Adults; Science Education; Molecular Structure; Theories; Scientific and Technical Information; High School Students; College Students; High School Teachers + Suchen Sie Ihr Suchwort? Blindheit; STEM; Computer based training; Computerunterstützter Unterricht; Accessibility; Zugänglichkeit; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Education; Access; Bildung; Zugang; Bildungszugang; Young adult; Junger Erwachsener; Naturwissenschaftliche Bildung; Theory; Theorie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	Access to curriculum learning materials is a central need for students who are blind. This research examined the use of Listening-to-Complexity (L2C) based on NetLogo, an agent-based modeling language enabling exploration and construction of models of complex systems. L2C, designed for users who are blind, provides several auditory streams synchronically through sonified feedback. Studied here is a learning curriculum integrating L2C interactions, which covering scientific conceptual knowledge, systems reasoning, and Kinetic Molecular Theory of gas and gas laws in chemistry. The research included ten participants who are blind, using three data collection tools: background questionnaire, pre- and posttest questionnaires, and learning curriculum with the sonified models. Results indicate that the sonified model facilitates access to key challenging scientific concepts, including complex phenomena. Findings indicate gains in learning science content; participants were able to collect and construct scientific knowledge through L2C interactions. There are likely long-term practical benefits in science education for students who are blind, which will facilitate their inclusion in a general K-12 program. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01