Abstract
With the objective of investigating the challenges and contributions presented about the physics teaching-learning process in bilingual schools and special education schools for the deaf, a bibliographic review was conducted in the annals of three of the biggest national events that cover physics teaching: the National Symposium on Physics Education (SNEF), the National Meeting of Research in Science Education (ENPEC), and the Meeting on Research in Physics Teaching (EPEF). This was a qualitative study that employed content analysis to analyze the data. Only five articles were found to bring teaching-learning aspects within this context. These five articles were discussed within two emerging categories: (i) the challenges and difficulties in teaching-learning physics in a bilingual school; (ii) the actions and contributions to the teaching-learning of physics in the bilingual school. Recognizing Brazilian Sign Language (Libras) alongside bilingualism pushes the inclusion and teaching-learning process for the deaf to their full potential. In order to overcome some obstacles, including difficulties related to deaf students’ literacy of the written language or educators’ lack of familiarity with signs specific to physics, more significant investments are needed in the production of bilingual material, in addition to creating and spreading signs and educators’ familiarity with deaf culture.
Highlights
With the objective of investigating the challenges and contributions presented about the physics teaching-learning process in bilingual schools and special education schools for the deaf, a bibliographic review was conducted in the annals of three of the biggest national events that cover physics teaching: the National Symposium on Physics Education (SNEF), the National Meeting of Research in Science Education (ENPEC), and the Meeting on Research in Physics Teaching (EPEF)
Our objective in this study is to investigate the main challenges and contributions presented about the teaching-learning process of physics in bilingual education and special education contexts for deaf students
To draw an overview of the main challenges and contributions present in work developed on teaching-learning physics in bilingual education for the deaf in the last decade, we conducted an empirical study through a literature review in the annals of the SNEF, ENPEC, and EPEF from 2010 to 2020
Summary
Based on the technical procedures used, this study employed the bibliographic method. To draw an overview of the main challenges and contributions present in work developed on teaching-learning physics in bilingual education for the deaf in the last decade, we conducted an empirical study through a literature review in the annals of the SNEF, ENPEC, and EPEF from 2010 to 2020. The corpus of the analysis only included the papers that contained discussions that showed the classroom contexts and practices carried out in/by bilingual education schools or special education schools in science education for the deaf — through observations, interviews, experience reports, or pedagogical actions — with specific contributions to the teaching-learning of physics. The papers that contained the keywords used but referred to regular schools and involved theoretical research, literature review, bibliographic or documental research, as well as pedagogical actions in other areas of science education (e.g., biology, chemistry, or mathematics teaching) were excluded from the analysis process. We presented their authorship and the schools or educational institutions involved in the investigations
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