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The Signing Science Dictionary Study

Andy. Maria. Pete. Tonya. The Signing Science Dictionary Study. The Signing Science Dictionary. Unique Features. The Study. TERC in collaboration with Vcom3D conducted a formative evaluation of a 300-term prototype version of the innovation.

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The Signing Science Dictionary Study

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  1. Andy Maria Pete Tonya The Signing Science Dictionary Study

  2. The Signing Science Dictionary Unique Features

  3. The Study TERC in collaboration with Vcom3D conducted a formative evaluation of a 300-term prototype version of the innovation. The study examined the potential relationship between use of the innovation and students’ ability to work independently and master the science content that is the focus of the What’s the Weather? unit — one unit in the EnviSci Network series (published by Charlesbridge Publishing).

  4. Study Activities 1.) Teachers tracked students’ ability to work independently with the unit material prior to using the innovation. 2.) Students completed a pre-unit content questionnaire. 3.) Students completed a post-unit content questionnaire. 4.) Teachers completed a post-unit survey to describe what they and students gained from using the innovation.

  5. Treatment Sites Bruce Street School for the Deaf • Newark, NJ — urban; Grades 6,7, 8; N=9 (2 male, 7 female) North Carolina School for the Deaf • Morganton, NC — rural; Grade 3; N=6 (3 male, 3 female)

  6. Quantitative Findings(Overall) A total of 20 points were attainable on each questionnaire by providing full, correct responses to 5 content questions. The post-unit mean achievement score for the Treatment Group (N=15) is 18.11. This is significantly higher than the pre-mean score of 8.67. Thus, the group’s knowledge of the unit content increased significantly over the course of the study, on average.

  7. Quantitative Findings(By Question) Average scores for hearing students are shown in parentheses.

  8. Qualitative Findings Students used the innovation for science class each day, when completing tests, and to do Web-based research. Students used the innovation to look up words independently, find definitions for words when reading or writing, to sign a word in ASL or SE when conversing, and to use the sign in proper context when reading, speaking, and writing.

  9. Teacher Thoughts My students and I LOVE the Dictionary. It is a very valuable resource that promotes and provides independent learning for Deaf students. When I’m working with one student, another doesn’t have to wait for me to explain unknown terms. They can use the dictionary and work INDEPENDENTLY! It is always open and active on the desktop for students to use whenever they like.

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