Signing High School Science

这项研发研究将美国手语（ASL）整合到9 - 12年级聋人或听力障碍学生的生命和物理科学内容中。TERC和Vcom 3D结合使用签名头像辅助技术，以开发，研究和传播两个交互式3D词典：签名生命科学词典（SLSD）和签名物理科学词典（SPSD），具有音频模式和大约750个基于标准的英语和西班牙语文本术语，可以按需签名或收听。两个研究问题指导了这项研究：（1）什么样的学习收益在生命科学的使用SLSD是可能的？（2）使用SPSD可以在物理科学中获得什么样的学习收益？提议者假设，使用SLSD和SPSD将有助于参与者提高他们的能力，签署，理解和使用生命和物理科学的语言;提高他们的科学内容知识;并提高他们的能力，独立研究每个内容领域。研究的开发阶段为每本词典定义了九步计划：（1）开发基于英语的文本组件（2）整合插图;（3）开发基于西班牙语的文本组件;（4）整合叙述;（5）完善界面;（6）纳入支持材料;（7）测试;（8）评估项目进展;（9）传播成果。研究阶段采用前后测混合的被试内研究设计。每个被试分别在实验条件（有字典）和控制条件（没有字典）下进行测试。为了确定样本量，使用G*Power软件，假设I类误差为0.05，把握度为0.80，效应量为0.25（基于先前的工作）。确定的样本量为100人，但研究人员将其增加到150人，以解决教师流失问题。数据收集工具包括前测和后测，侧重于科学词汇的适当使用，内容问卷，评分标准和规则，课堂观察和访谈协议，以及使用后调查。定量数据策略包括使用配对t检验和方差分析等程序分析组内和组间的前后学习趋势，如词汇知识、内容知识和独立性的变化。定性数据分析采用分类和综合数据，如叙事分析。这项研究的最终成果是一套完整的研究知情和现场测试的技术增强工具，以帮助高中聋人和重听学生改善他们的生活，物理和地球科学学习。

This R&D study integrates American Sign Language (ASL) into the life and physical sciences content of 9th-12th grade deaf or hard-of-hearing students. TERC and Vcom3D incorporate the use of the Signing Avatar assistive technology in order to develop, research, and disseminate two illustrated interactive 3D dictionaries: Signing Life Science Dictionary (SLSD), and Signing Physical Science Dictionary (SPSD) with audio modes and approximately 750 standards-based terms in English and Spanish text that can be signed or listened to on demand. Two research questions guide the study: (1) What kinds of learning gains in life science are possible with the use of the SLSD?; and (2) What kinds of learning gains in physical science are possible with the use of the SPSD? Proposers hypothesize that the use of both SLSD and SPSD will assist participants to increase their ability to sign, understand, and use the languages of life and physical sciences; improve their science content knowledge; and increase their ability to study each content area independently. The development phase of the study defines a nine-step plan for each dictionary: (1) developing English-based text components (signed terms, parts of speech, definitions, and examples); (2) integrating illustrations; (3) developing Spanish-based text components; (4) integrating narration; (5) refining the interface; (6) incorporating support materials; (7) testing; (8) evaluating project progress; and (9) disseminating results. The research phase employs a mixed-methods pretest-posttest, within-subjects research design. Each subject is tested in the experimental condition (with the dictionaries) and in the control condition (without the dictionaries). To determine the sample size, the G*Power software was used assuming a type I error of 0.05, a power of 0.80, and an effect size of 0.25 (based on previous work). A sample size of 100 was identified, but researchers increased it to 150 to address teacher attrition. Data gathering instruments include pretests and posttests focused on the appropriate use of the science vocabulary, content questionnaires, scoring criteria and rubrics, classroom observation and interview protocols, and post-use surveys. Quantitative data strategies include analysis of trends in pre-post learning within and between groups, such as change in vocabulary knowledge, content knowledge, and independence using procedures, such as paired t-test and ANOVA. Qualitative data analysis employs categorizing and synthesizing data, such as narrative analysis. The final outcome of this study is a completed suite of research-informed and field-tested technology-enhanced tools to assist high school deaf and hard-of-hearing students to improve their life, physical, and earth sciences learning.