Examining the use of adaptive technologies to increase the hands-on participation of students with blindness or low vision in secondary-school chemistry and physics
Examining the use of adaptive technologies to increase the hands-on participation of students with blindness or low vision in secondary-school chemistry and physics
复制标题
研究使用自适应技术来增加失明或弱视学生在中学化学和物理方面的实践参与
DOI：
10.1039/c6rp00141f
复制
发表时间：
2016
影响因子：
3
通讯作者：
W. Carlsen
中科院分区：
文献类型：
--
作者：
Cary A. Supalo;Jennifer R. Humphrey;T. Mallouk;H. Wohlers;W. Carlsen
为了确定一套听觉自适应技术是否会增加失明或弱视高中生对化学和物理课程的动手参与，我们对美国各地中学主流教室的学生进行的多年实地研究的数据进行了检查。学生们与有视力的实验室合作伙伴一起工作。根据动手参与水平分析了四类数据，包括视频录制的实验室课程的定量编码、相同视频的定性评估、学生访谈和教师访谈。有大量证据支持这些技术能够提高学生在实验室课程中的实践参与度。然而，某些因素影响了数据的定量解释：可用低视力的学生在有或没有适应的情况下经历了相似的参与水平，可用视力很少的学生通常需要比全视力学生更多的时间来完成一些实验室任务。自然教育环境固有的其他因素也被确定对学生的成绩有很大影响。
To determine whether a suite of audible adaptive technologies would increase the hands-on participation of high school students with blindness or low vision in chemistry and physics courses, data were examined from a multi-year field study conducted with students in mainstream classrooms at secondary schools across the United States. The students worked with sighted laboratory partners. Four categories of data were analyzed with regard to levels of hands-on participation, including quantitative coding of video-recorded laboratory lessons, qualitative assessment of the same videos, student interviews, and teacher interviews. Evidence in support of the efficacy of the technologies to increase the students' hands-on participation during laboratory lessons was substantial. However, certain factors affected the quantitative interpretation of the data: students with usable low vision experienced similar levels of participation both with and without the adaptations, and students with little usable vision often required more time than did students with full vision to accomplish some laboratory tasks. Additional factors inherent to natural educational environments were also determined to have strong effects on student outcomes.