Journal Article

Norwegian Deaf Teachers’ Reflections on Their Science Education: Implications for Instruction

Ingvild Roald

in The Journal of Deaf Studies and Deaf Education

Volume 7, issue 1, pages 57-73
Published in print January 2002 | ISSN: 1081-4159
Published online January 2002 | e-ISSN: 1465-7325 | DOI: http://dx.doi.org/10.1093/deafed/7.1.57
Norwegian Deaf Teachers’ Reflections on Their Science Education: Implications for Instruction

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In this study, undertaken in an attempt to expand our understanding of science learning by deaf students, five teachers are interviewed about their views, based on their own experiences as Deaf students. They are all my former students and were among the first to successfully complete the upper secondary school with a university entrance certificate from a Norwegian school for deaf students. Physics was their major subject. These teachers see the systematic work in class discussions, especially on the concepts of physics, as a major contributor to their success, and they try to use similar methods in their own teaching. They believe that a thorough discussion of a topic using sign language prior to the reading of the textbook is crucial.

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Subjects: Education ; Linguistics ; Teaching of Specific Groups and Special Educational Needs

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