The effect of teaching science with digital stories reinforced with sign language on the acquisition of scientific concepts, the development of reflective thinking skills, and engaging in learning among middle school students Hearing impaired

Document Type : Original Article

Author

Department of Curricula and Teaching Methods of Science - Faculty of Education - Minia University - Arab Republic of Egypt

Abstract

This research aimed to provide the students with hearing impaired in preparatory stage students scientific concepts, develop their reflective thinking skills, and engage in their learning. To achieve this goal, a set of digital stories provided with a sign language commentator was prepared for the unit "The Periodicity of Elements and Their Properties". The unit was taught with digital stories for the members of the experimental group in the second semester of the academic year 2021/2022 AD, and at the same time the unit was taught to the control group in the usual way. The research tools, represented in: the scientific concepts test, the reflective thinking test, and the learning engagement scale, were applied to the control and experimental research groups at Al-Amal School for the Deaf and Hard of Hearing in Minya City. The results of the research found the effective impact of the use of digital stories enhanced by sign language in teaching science on the acquisition of the third preparatory grade students with hearing impaired, and the development of some reflective thinking skills, and engaging in learning among the members of the experimental group compared to the members of the control group.

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History

  • Receive Date: 29 September 2022
  • Revise Date: 06 October 2022
  • Accept Date: 10 October 2022

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