Keywords
deaf student
argumentation
discourse
science education
educational inclusion
argumentation
discourse
science education
educational inclusion
Abstract
In this article some aspects related to argumentation, science and language didactics, which may affect deaf students in the inclusive classroom, are described. The results show that learning environments, which invigorate the participation in LSE in the social construction of knowledge, favors argumentation and facilitate the development of scientific skills. Results obtained in this research arise doubts about educational inclusion of students without school grouping in the same school. Attending this, we pinpoint about the need to build multidisciplinary groups that should collaborate in the normalization of scientific neologisms, as well as the need for continuous training of teachers and interpreters to look after the communication with deaf student in the science classroom.
References
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Avramidis, E. y Norwich, B. (2002): “Mainstream teachers’ attitudes towards inclusion/integration: A review of the literature”. European Journal of Special Needs Education, 17(2): 129-147.
Bagga-Gupta, S. (2000): “Visual language environments: Exploring everyday life and literacies in Swedish Deaf bilingual schools”. Visual Anthropology Review, 15(2): 95-120.
Confederación Estatal de Personas Sordas (2003): Glosario Nº 6 de LSE: Educación: Ciencias de la Naturaleza, Madrid: CNSE.
Confederación Estatal de Personas Sordas (2003): Glosario Nº 9 de LSE: Educación: Física y Química, Madrid: CNSE.
De Toro, X. (2015): E-learning en la Enseñanza Secundaria: Comportamientos, interacciones y actitudes de los alumnos de las Ciencias Naturales a través de las Nuevas Tecnologías. Tesis de doctorado, A Coruña: Universidad de A Coruña.
Driver, R., et al. (1994): “Constructing scientific knowledge in the classroom”. Educational Research, 23: 5-12.
Duschl, R. A., et al. (Eds.) (2007): Taking science to school: Learning and teaching science in grades K-8, Washington DC: National Academies Press.
Easterbrooks, S. R., et al. (2006): “Master teachers' responses to twenty literacy and science/mathematics practices in Deaf education”. American Annals of the Deaf, 151(4): 398-409.
García-Mila, M. y Andersen, C. (2008): “Cognitive foundations of learning argumentation”. En Jiménez-Aleixandre, M. P. y Erduran, S. (eds.): Argumentation in science education: Perspectives from classroom-based research, pp. 29-43. Dordrecht: Springer.
Grooms, C. (2015): Interpreter Competencies in Science, Technology, Engineering, and Mathematics as Identified by Deaf Professionals. Tesis de Máster, Oregon: Western Oregon University.
Hagevik, R., et al. (2011): “Science - A missing element: Results of a time allocation study of elementary students who are deaf or hard of hearing”. Comunicación presentada en el Annual meeting of American Educational Research Association. New Orleans.
Hogan, K., et al. (2000): “Discourse patterns and collaborative scientific reasoning in peer teacher-guided discussions”. Cognition and Instruction, 17(4): 379-429.
Jeanes, R. C., et al. (2000): “The pragmatic skills of profoundly deaf children”. Journal of Deaf Studies and Deaf Education, 5(3): 237–247.
Jones, L. (2014): “Developing Deaf Children's Conceptual Understanding and Scientific Argumentation Skills: A Literature Review”. Deafness and Education International, 16(3): 146-160.
Jiménez Aleixandre, M. P. (2010): Diez ideas clave: competencias en argumentación y uso de pruebas, Barcelona: Graó.
Jiménez Aleixandre, M. P. (1998): “Diseño Curricular: Indagación y Razonamiento con el Lenguaje de las Ciencias”. Enseñanza de la Ciencias, 16(2): 203-216.
Lane-Outlaw, S. (2009): A qualitative investigation of ASL/English bilingual instruction of deaf students in secondary science classrooms. Tesis Doctoral, Washington, D.C.: Gallaudet University.
Lang, H. G. y Albertini, J. A. (2001): “Construction of meaning in the authentic science writing of deaf students”. Journal of Deaf Studies and Deaf Education, 6: 258-284.
Lang, H.G. y Pagliaro, C. (2007): “Factors predicting recall of mathematics terms by deaf students: Implications for teaching”. Journal of Deaf Studies and Deaf Education, 12(4): 449-460.
Lang, H. G., et al. (2007): “A Study of Technical Signs in Science: Implications for Lexical Database Development”. Journal of Deaf Studies and Deaf Education, 12(1): 65-79
Lemke, J. L. (1997): Aprender a hablar ciencia: Lenguaje, aprendizaje y valores, Barcelona: Paidós.
Lima-Salles, H., et al. (2004): “Qualitative reasoning in the education of Deaf students: scientific education and acquisition of Portuguese as a second language”. En Forbus, K. y De Kleer, J. (eds): Proceedings of the 18th International Workshop on Qualitative Reasoning (QR04), pp. 97-104. Illinois: Evaston.
Marschark, M. y Hauser, P. C. (2008): Deaf Cognition: Foundations and Outcomes, New York: Oxford University Press.
Marschark, M., et al. (2007): “Effects of cochlear implants on children’s reading and academic achievement”. Journal of Deaf Studies and Deaf Education, 12: 269-282.
Marschark, M., et al. (2006): “Understanding communication among deaf students who sign and speak: A trivial pursuit?”. American Annals of the Deaf, 152: 415-424.
Marschark M., et al. (2002): Educating Deaf Student: From Research to Practice, New York: Oxford University Press.
Molander, B. O., et al. (2010): “Ambiguity-A tool or obstacle for joint productive dialogue activity in deaf and hearing students’ reasoning about ecology”. International Journal of Educational Research, 49: 33–47.
Patalano, F. (2015): Science Based Education for Students Who Are Deaf and/or Hard of Hearing. Tesis Doctoral, Pennsylvania: Arcadia University.
Pereira, M. M. (2010): Avaliação do uso de modelos qualitativos como instrumento didático no ensino das ciencias para estudantes surdos e ouvintes. Tesis de master, Brasilia: Universidade de Brasilia.
Powell, D. (2013): “A case study of two sign language interpreters working in post-Secondary Education in New Zealand”. International Journal of Teaching and Learning in Higher Education, 25(3): 1-8.
Roald, I. y Mikalsen, O. (2001): “Configuration and dynamics of the Earth-Sun-Moon System: An investigation into conceptions of Deaf and Hearing pupils”. International Journal of Science Education, 23(4): 423-440.
Sadler, T. D., et al. (2004): “Students conceptualisations of the nature of science in response to a socioscientific issue”. International Journal of Science Education, 26: 387-410.
Sanmartí, N., et al. (1999): “Hablar y escribir: Una condición necesaria para aprender ciencias”. Cuadernos de Pedagogía, 281: 54-58.
Santaolalla, G. (2010): La competencia argumentativa en estudiantes sordos de educación secundaria obligatoria. Tesis doctoral, Universidad de Salamanca.
Sardá, A. y Sanmartí, N. (2000): “Enseñar a argumentar científicamente: Un reto de las clases de ciencias”. Enseñanza de las Ciencias, 18(3): 405-422.
Silvestre, N. (1991): “Las interacciones entre profesor y adolescente sordo profundo integrado en el aula regular con los oyentes”. Revista de Logopedia, Foniatría y Audiología, 11(3): 170-177.
Solomon, J. (2003): “Home–school learning of science: The culture of homes and pupils’ difficult border-crossing”. Journal of Research in Science Teaching, 40(2): 219–233.
Sutton, J. (1990): “Teaching Science to hearing impaired pupils”. Deafness and Development, 1: 3-4.
Vázquez-Martínez, S. (2016): Comunicación y aprendizaje de la ciencia en estudiantes Sordos: la materia y sus transformaciones. Tesis Doctoral, Universidad Santiago de Compostela.
Vázquez-Martínez, S. y García-Rodeja, I. (2005): “Signando juntos”. Enseñanza de las Ciencias, 23(2): 237-250.
Wood, D. J. (1991): “Communication and cognition: How the communication styles of the hearing adults may hinder-rather than help-deaf learners”. American Annals of the Deaf, 136: 247-251.
Yore, L. D. (2000): “Enhancing science literacy for all students with embedded reading instruction and writing-to-learn activities”. Journal of Deaf Studies and Deaf Education, 5(1): 105-121.
Zeidler, D. L. (1997): “The central role of fallacious thinking in science education”. Science Education, 81: 483-496.
Avramidis, E. y Norwich, B. (2002): “Mainstream teachers’ attitudes towards inclusion/integration: A review of the literature”. European Journal of Special Needs Education, 17(2): 129-147.
Bagga-Gupta, S. (2000): “Visual language environments: Exploring everyday life and literacies in Swedish Deaf bilingual schools”. Visual Anthropology Review, 15(2): 95-120.
Confederación Estatal de Personas Sordas (2003): Glosario Nº 6 de LSE: Educación: Ciencias de la Naturaleza, Madrid: CNSE.
Confederación Estatal de Personas Sordas (2003): Glosario Nº 9 de LSE: Educación: Física y Química, Madrid: CNSE.
De Toro, X. (2015): E-learning en la Enseñanza Secundaria: Comportamientos, interacciones y actitudes de los alumnos de las Ciencias Naturales a través de las Nuevas Tecnologías. Tesis de doctorado, A Coruña: Universidad de A Coruña.
Driver, R., et al. (1994): “Constructing scientific knowledge in the classroom”. Educational Research, 23: 5-12.
Duschl, R. A., et al. (Eds.) (2007): Taking science to school: Learning and teaching science in grades K-8, Washington DC: National Academies Press.
Easterbrooks, S. R., et al. (2006): “Master teachers' responses to twenty literacy and science/mathematics practices in Deaf education”. American Annals of the Deaf, 151(4): 398-409.
García-Mila, M. y Andersen, C. (2008): “Cognitive foundations of learning argumentation”. En Jiménez-Aleixandre, M. P. y Erduran, S. (eds.): Argumentation in science education: Perspectives from classroom-based research, pp. 29-43. Dordrecht: Springer.
Grooms, C. (2015): Interpreter Competencies in Science, Technology, Engineering, and Mathematics as Identified by Deaf Professionals. Tesis de Máster, Oregon: Western Oregon University.
Hagevik, R., et al. (2011): “Science - A missing element: Results of a time allocation study of elementary students who are deaf or hard of hearing”. Comunicación presentada en el Annual meeting of American Educational Research Association. New Orleans.
Hogan, K., et al. (2000): “Discourse patterns and collaborative scientific reasoning in peer teacher-guided discussions”. Cognition and Instruction, 17(4): 379-429.
Jeanes, R. C., et al. (2000): “The pragmatic skills of profoundly deaf children”. Journal of Deaf Studies and Deaf Education, 5(3): 237–247.
Jones, L. (2014): “Developing Deaf Children's Conceptual Understanding and Scientific Argumentation Skills: A Literature Review”. Deafness and Education International, 16(3): 146-160.
Jiménez Aleixandre, M. P. (2010): Diez ideas clave: competencias en argumentación y uso de pruebas, Barcelona: Graó.
Jiménez Aleixandre, M. P. (1998): “Diseño Curricular: Indagación y Razonamiento con el Lenguaje de las Ciencias”. Enseñanza de la Ciencias, 16(2): 203-216.
Lane-Outlaw, S. (2009): A qualitative investigation of ASL/English bilingual instruction of deaf students in secondary science classrooms. Tesis Doctoral, Washington, D.C.: Gallaudet University.
Lang, H. G. y Albertini, J. A. (2001): “Construction of meaning in the authentic science writing of deaf students”. Journal of Deaf Studies and Deaf Education, 6: 258-284.
Lang, H.G. y Pagliaro, C. (2007): “Factors predicting recall of mathematics terms by deaf students: Implications for teaching”. Journal of Deaf Studies and Deaf Education, 12(4): 449-460.
Lang, H. G., et al. (2007): “A Study of Technical Signs in Science: Implications for Lexical Database Development”. Journal of Deaf Studies and Deaf Education, 12(1): 65-79
Lemke, J. L. (1997): Aprender a hablar ciencia: Lenguaje, aprendizaje y valores, Barcelona: Paidós.
Lima-Salles, H., et al. (2004): “Qualitative reasoning in the education of Deaf students: scientific education and acquisition of Portuguese as a second language”. En Forbus, K. y De Kleer, J. (eds): Proceedings of the 18th International Workshop on Qualitative Reasoning (QR04), pp. 97-104. Illinois: Evaston.
Marschark, M. y Hauser, P. C. (2008): Deaf Cognition: Foundations and Outcomes, New York: Oxford University Press.
Marschark, M., et al. (2007): “Effects of cochlear implants on children’s reading and academic achievement”. Journal of Deaf Studies and Deaf Education, 12: 269-282.
Marschark, M., et al. (2006): “Understanding communication among deaf students who sign and speak: A trivial pursuit?”. American Annals of the Deaf, 152: 415-424.
Marschark M., et al. (2002): Educating Deaf Student: From Research to Practice, New York: Oxford University Press.
Molander, B. O., et al. (2010): “Ambiguity-A tool or obstacle for joint productive dialogue activity in deaf and hearing students’ reasoning about ecology”. International Journal of Educational Research, 49: 33–47.
Patalano, F. (2015): Science Based Education for Students Who Are Deaf and/or Hard of Hearing. Tesis Doctoral, Pennsylvania: Arcadia University.
Pereira, M. M. (2010): Avaliação do uso de modelos qualitativos como instrumento didático no ensino das ciencias para estudantes surdos e ouvintes. Tesis de master, Brasilia: Universidade de Brasilia.
Powell, D. (2013): “A case study of two sign language interpreters working in post-Secondary Education in New Zealand”. International Journal of Teaching and Learning in Higher Education, 25(3): 1-8.
Roald, I. y Mikalsen, O. (2001): “Configuration and dynamics of the Earth-Sun-Moon System: An investigation into conceptions of Deaf and Hearing pupils”. International Journal of Science Education, 23(4): 423-440.
Sadler, T. D., et al. (2004): “Students conceptualisations of the nature of science in response to a socioscientific issue”. International Journal of Science Education, 26: 387-410.
Sanmartí, N., et al. (1999): “Hablar y escribir: Una condición necesaria para aprender ciencias”. Cuadernos de Pedagogía, 281: 54-58.
Santaolalla, G. (2010): La competencia argumentativa en estudiantes sordos de educación secundaria obligatoria. Tesis doctoral, Universidad de Salamanca.
Sardá, A. y Sanmartí, N. (2000): “Enseñar a argumentar científicamente: Un reto de las clases de ciencias”. Enseñanza de las Ciencias, 18(3): 405-422.
Silvestre, N. (1991): “Las interacciones entre profesor y adolescente sordo profundo integrado en el aula regular con los oyentes”. Revista de Logopedia, Foniatría y Audiología, 11(3): 170-177.
Solomon, J. (2003): “Home–school learning of science: The culture of homes and pupils’ difficult border-crossing”. Journal of Research in Science Teaching, 40(2): 219–233.
Sutton, J. (1990): “Teaching Science to hearing impaired pupils”. Deafness and Development, 1: 3-4.
Vázquez-Martínez, S. (2016): Comunicación y aprendizaje de la ciencia en estudiantes Sordos: la materia y sus transformaciones. Tesis Doctoral, Universidad Santiago de Compostela.
Vázquez-Martínez, S. y García-Rodeja, I. (2005): “Signando juntos”. Enseñanza de las Ciencias, 23(2): 237-250.
Wood, D. J. (1991): “Communication and cognition: How the communication styles of the hearing adults may hinder-rather than help-deaf learners”. American Annals of the Deaf, 136: 247-251.
Yore, L. D. (2000): “Enhancing science literacy for all students with embedded reading instruction and writing-to-learn activities”. Journal of Deaf Studies and Deaf Education, 5(1): 105-121.
Zeidler, D. L. (1997): “The central role of fallacious thinking in science education”. Science Education, 81: 483-496.