Deaf pupils' reasoning about scientific phenomena: school science as a framework for understanding or as fragments of factual knowledge.

Abstract:

:Many studies have been conducted on hearing pupils' understanding of science. Findings from these studies have been used as grounds for planning instruction in school science. This article reports findings from an interview study of how deaf pupils in compulsory school reason about phenomena in a science context. The results reveal that there is variation in the extent to which pupils use scientific principles for reasoning about science phenomena. For some pupils, school science seems to have little to offer as a framework for reasoning. The results also generate questions about the need in school instruction of deaf and hard-of-hearing pupils to consider the specific teaching and learning situations in a deaf environment.

journal_name

J Deaf Stud Deaf Educ

authors

Molander BO,Pedersen S,Norell K

doi

10.1093/deafed/6.3.200

subject

Has Abstract

pub_date

2001-07-01 00:00:00

pages

200-11

issue

3

eissn

1081-4159

issn

1465-7325

pii

6/3/200

journal_volume

6

pub_type

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