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Deaf pupils reasoning about scientific phenomena. Shool science as a framework for understanding or school science as fragments of factual knowledge.
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
Stockholm University, Faculty of Social Sciences, Department of Education.
2001 (English)In: Journal of Deaf Studies and Deaf Education, ISSN 1081-4159, no 6, 200-211 p.Article in journal (Refereed) Published
Abstract [en]

Many studies have been conducted on hearing pupils' understanding of science. Findings from these studies have been used as grounds for planning instruction in school science. This article reports findings from an interview study of how deaf pupils in compulsory school reason about phenomena in a science context. The results reveal that there is a variation in the extent to which pupils use scientific principles for reasoning about science phenomena. For some pupils, school science seems to have little to offer as a framework for reasoning. The results also generate questions about the need in school instruction of deaf and hard-of-hearing pupils to consider the specific teaching and learning situations in a deaf environment.

Place, publisher, year, edition, pages
Oxford University Press , 2001. no 6, 200-211 p.
Keyword [en]
Science education, sign language, bilingualism, science learning, discourse
National Category
Research subject
Science Education
URN: urn:nbn:se:su:diva-35495OAI: diva2:287431
Available from: 2010-01-18 Created: 2010-01-18 Last updated: 2010-01-20Bibliographically approved

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Molander, Bengt-Olov
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