Abstract
Learning is the process of restructuring mental schemas through adaptation to new experiences. Instructional materials help form a suitable and individualized educational environment for students with hearing loss while facilitating lexical development and comprehension of academic content. This case study aims to demonstrate the contribution of visual and audiovisual materials to the efficiency of the Social Studies Course for 4th-grade students with hearing loss. Findings of the study have been collected through video recordings of the lessons, validity meetings, the research log, realia, photographs/images, graphic organizers, and educational videos/documentaries. Data analysis demonstrates that the use of visual and audiovisual materials contributes substantially to students’ (a) comprehension of the questions and explanations, (b) participation in and drawing conclusions from classroom discussions, and (c) understanding of new vocabulary and concepts. Based on the results, it can be argued that the use of visual and auditory materials presented so as to cater to the individual needs of the students, together with various educational strategies, provides significant advantages in the acquisition of academic knowledge by students with hearing loss.
Highlights
Learning is a dynamic cognitive process involving the formation and structuring of new schemas through perception, interpretation and categorization of new information and experiences
This paper focuses on the realia, photographs/images, graphic organizers, and educational videos/documentaries among the visual and audiovisual materials used in the Social Sciences Course for students with hearing loss
The overall aim of this study is to examine the impact of the use of visual and audiovisual materials on 4th-grade students with hearing loss in the Social Studies course
Summary
Learning is a dynamic cognitive process involving the formation and structuring of new schemas through perception, interpretation and categorization of new information and experiences. Instructional materials employed in the process are among the significant factors affecting the concretization and retention of concepts while enabling the formation of an active learning environment and the acquisition of new experiences (Whitby et al, 2012). Due to the latency in their language skills, students with hearing loss have a greater need for the concretization of academic information and terminology, first-hand experience of new information in a variety of contexts, and direct teaching of the instructional strategies (Karasu, 2020; Kyle et al, 2016). This paper focuses on the realia, photographs/images, graphic organizers, and educational videos/documentaries among the visual and audiovisual materials used in the Social Sciences Course for students with hearing loss
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
