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일상적 개념지도와 과학적 개념지도가 청각장애학생의 과학교과 어휘력에 미치는 효과 비교

The Comparison of Effects on Daily Concept and Scientific Concept Teaching to Improve Vocabulary of the Science Subject for Hearing Impaired Students

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참고문헌

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주제분류교육학

초록

통합교육의 영향으로 많은 청각장애학생이 일반학급에서 수업하고 있다. 관찰과 실험이 가능한 과학교과도 청력손실은 언어적 정보를 수집하는데 한계를 제공한다. 초등학교 1학년부터 통합학급에서 수업을 받고 있는 초등학교 5학년 청각장애학생 2명이 연구대상이다. 통합학급에서 건청학생을 중심으로 수행된 과학수업 후에 학습목표 또는 단원과 관련되는 핵심어휘에 대한 마인드맵 어휘를 조사하였다. 또한 방과 후에 수어가 능숙한 특수학급 교사의 지도로 동일한 과학교과 내용으로 수업하고, 핵심어휘에 해당하는 어휘를 수어로 조어하였다. 수어의 조어에 대한 당위성 등을 설명한 다음에 동일한 방법으로 마인드맵 어휘를 수집하였다. 이 연구에서는 통합학급에서의 수업을 일상적 개념지도 방법으로 정의하였고, 방과 후의 수어를 통한 상호작용 수업을 과학적 개념지도 방법으로 설정하였다. 과학적 개념지도 방법이 일상적 개념지도 방법에 비하여 청각장애학생의 과학교과 표적어휘에 대한 마인드맵 어휘를 증가시키는데 효과적이었다. 또한 이 연구에서는 언어적 정보의 정확한 전달이 청각장애학생의 과학적 개념을 형성하는데 우선되어야 하는 요인임을 시사하고 있다.

Abstract

The purpose of this study was to compare the effects on daily concept and scientific concept teaching to improve vocabulary of the science subject for hearing impaired students. Two hearing impaired students who are fifth grade in general education setting with hearing teacher without any language supporting services were participated for this study. After regular studying, the two hearing impaired students were studying with special class teacher who have sign interpreter licences and teaching experiences for hearing impaired students. The two students were studying with important subjects such as literacy, mathematics, and science. After every science class with regular class, the two students write some vocabularies related with science subject which means mind map vocabulary. Then the two students had to write the mind map vocabulary related with same target word with science subject. This study concluded that in the classroom environments without any language supporting services most hearing impaired students cannot catch the vocabulary concepts related with subjects effectively.

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