Cognitive and Metacognitive Foundations of STEM Learning by Deaf Students

聋哑学生 STEM 学习的认知和元认知基础

基本信息

  • 批准号:
    0814332
  • 负责人:
  • 金额:
    $ 96.64万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Continuing Grant
  • 财政年份:
    2008
  • 资助国家:
    美国
  • 起止时间:
    2008-09-15 至 2011-08-31
  • 项目状态:
    已结题

项目摘要

The proposed research is designed to enhance science-related education for at-risk students and others with diverse learning needs. Recent research has demonstrated that deaf and hard-of-hearing (DHH) students come into the STEM classroom with less information than hearing peers and also learn less. Results consistently have shown that neither students' reading levels nor communication skills are sufficient to explain this situation. The proposed project will focus on the effects on learning of DHH students' comprehension monitoring skills and their relatively lesser content knowledge and infrequent use of integrative learning strategies. Experiments involve participants' reading or seeing presentations and then answering questions, summarizing content, and/or identifying other features of the presented information prior to learning assessments. With one exception, content is presented in signed, spoken, or written form. Students will make judgments about the expected accuracy of their responses; these and other methods will be used to assess their awareness of ongoing comprehension in addition to learning per se. It is expected that metacognitive accuracy will vary as a function of factors such as method of presentation, mode of communication, the nature of the material, and possibly several demographic variables. Of particular interest are measures of learning, ongoing comprehension monitoring, and the ways in which these influence each other. The research is expected to refute claims that deaf students' learning challenges are specific to printed materials or poor communication skills.
拟议的研究旨在加强对高危学生和其他具有不同学习需求的人的科学相关教育。最近的研究表明,失聪和听力困难 (DHH) 的学生进入 STEM 课堂时,所掌握的信息比听力正常的同龄人少,学到的东西也少。结果一致表明,学生的阅读水平和沟通技巧都不足以解释这种情况。拟议的项目将重点关注 DHH 学生的理解监控技能及其相对较少的内容知识和不经常使用综合学习策略对学习的影响。实验涉及参与者阅读或观看演示文稿,然后回答问题、总结内容和/或在学习评估之前识别所演示信息的其他特征。除一种例外,内容以签名、口头或书面形式呈现。学生将对他们的回答的预期准确性做出判断;除了学习本身之外,这些方法和其他方法将用于评估他们对持续理解的认识。预计元认知准确性将随着呈现方法、交流模式、材料性质以及可能的一些人口统计变量等因素的变化而变化。特别令人感兴趣的是学习的测量、持续的理解监控以及它们相互影响的方式。这项研究预计将驳斥有关聋哑学生的学习挑战特定于印刷材料或沟通技巧不佳的说法。

项目成果

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Marc Marschark其他文献

Intelligent Arabic Sign Language to Arabic text Translation for Easy Deaf Communication
智能阿拉伯语手语到阿拉伯语文本翻译,方便聋人交流
  • DOI:
    10.5120/ijca2018917081
  • 发表时间:
    2018
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Hend Suliman Al;Marc Marschark;A. Z. Shukor;M. F. Miskon;A. Almohimeed;Khaled Assaleh;Menna ElBadawy;A. S. Elons;Howida A. Shedeed;E. Hemayed;Allam S. Hassanien
  • 通讯作者:
    Allam S. Hassanien
Poetic comparisons: Psychological dimensions of metaphoric processing
  • DOI:
    10.1007/bf01067392
  • 发表时间:
    1986-01-01
  • 期刊:
  • 影响因子:
    1.600
  • 作者:
    Albert N. Katz;Allan Paivio;Marc Marschark
  • 通讯作者:
    Marc Marschark
Recognizing diversity in deaf education: now what do we do with it?
认识到聋人教育的多样性:现在我们该怎么办?
  • DOI:
  • 发表时间:
    2016
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Marc Marschark;G. Leigh
  • 通讯作者:
    G. Leigh
Deaf and hard-of-hearing students' experiences in mainstream and separate postsecondary education.
聋哑和听力障碍学生在主流和单独高等教育中的经历。
  • DOI:
    10.1093/deafed/enq030
  • 发表时间:
    2010
  • 期刊:
  • 影响因子:
    2
  • 作者:
    J. Richardson;Marc Marschark;Thomastine Sarchet;Patricia Sapere
  • 通讯作者:
    Patricia Sapere
Report from the achievement and opportunities for deaf students in the United Kingdom: From research to practice project
英国聋哑学生的成就和机会报告:从研究到实践项目
  • DOI:
  • 发表时间:
    2014
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Rachel O’Neill;J. Arendt;Marc Marschark
  • 通讯作者:
    Marc Marschark

Marc Marschark的其他文献

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{{ truncateString('Marc Marschark', 18)}}的其他基金

Cognitive Underpinnings of Science Learning by Deaf and Hard-of-Hearing Students
聋哑学生科学学习的认知基础
  • 批准号:
    0635447
  • 财政年份:
    2007
  • 资助金额:
    $ 96.64万
  • 项目类别:
    Standard Grant
Improving Access to STEM Education for Deaf and Hard-of-Hearing Students
改善失聪和听力障碍学生接受 STEM 教育的机会
  • 批准号:
    0633928
  • 财政年份:
    2006
  • 资助金额:
    $ 96.64万
  • 项目类别:
    Continuing Grant
Eliminating Communication and Technological Barriers to STEM Education
消除 STEM 教育的沟通和技术障碍
  • 批准号:
    0307602
  • 财政年份:
    2003
  • 资助金额:
    $ 96.64万
  • 项目类别:
    Continuing Grant
Access to Technical Education Through Sign Language Interpreting
通过手语翻译获得技术教育
  • 批准号:
    0207394
  • 财政年份:
    2002
  • 资助金额:
    $ 96.64万
  • 项目类别:
    Continuing Grant

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