Question-Answer Relationships in Social Studies Courses with Students with Hearing Loss
Journal of Education and Learning, vol.10, no.6, pp.44-53, 2021 (Peer-Reviewed Journal)
- Publication Type: Article / Article
- Volume: 10 Issue: 6
- Publication Date: 2021
- Doi Number: 10.5539/jel.v10n6p44
- Journal Name: Journal of Education and Learning
- Page Numbers: pp.44-53
- Open Archive Collection: AVESIS Open Access Collection
- Anadolu University Affiliated: Yes
Abstract
Educational settings adopt an active participatory learning
process in which students with and without hearing loss are guided towards
knowledge through questions. Questions are believed to improve critical,
creative and high-level thinking skills. This research is a case study aimed at
identifying and suggesting some solutions to the problems that students with
hearing loss experience in understanding and answering the types of questions
asked in a Social Studies course. Eight students with hearing loss participated
in the study. Data were collected through observations, interviews, documents,
research logs and process products. Analysis of the data suggests that students
with hearing loss are able to answer some cognitive memory questions as well as
those that call for convergent thinking, divergent thinking and evaluative
thinking skills in the Social Studies Course while requiring the instructor to
simplify and materialize the question and encourage the students to interact
with the group for some others.