Adapting Experiential Learning to Develop Problem-Solving Skills in Deaf and Hard-of-Hearing Engineering Students.
Individuals who are deaf and hard-of-hearing (DHH) are underrepresented in science, technology, engineering, and mathematics (STEM) professions, and this may be due in part to their level of preparation in the development and retention of mathematical and problem-solving skills. An approach was deve...
| Publicado en: | Journal of Deaf Studies & Deaf Education Vol. 21; no. 4; pp. 403 - 416 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Oxford University Press / USA
Oct2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=117911877&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 117911877 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10814159 BIG jtl: Journal of Deaf Studies & Deaf Education issn: 10814159 maglogo: N pubinfo: dt: Oct2016 vid: 21 iid: 4 pid: 622 pub: Oxford University Press / USA artinfo: ui: 117911877 117911877 117911877 10.1093/deafed/enw050 117911877 ppf: 403 ppct: 13 formats: tig: atl: Adapting Experiential Learning to Develop Problem-Solving Skills in Deaf and Hard-of-Hearing Engineering Students. aug: au: Marshall, Matthew M. Carrano, Andres L. Dannels, Wendy A. affil: Rochester Institute of Technology sug: subj: Problem Solving Education Deafness Hearing Disorders Experiential Learning Teaching Methods Engineering Evaluation Research Case Studies Repeated Measures Analysis of Variance Descriptive Statistics Human Funding Source ab: Individuals who are deaf and hard-of-hearing (DHH) are underrepresented in science, technology, engineering, and mathematics (STEM) professions, and this may be due in part to their level of preparation in the development and retention of mathematical and problem-solving skills. An approach was developed that incorporates experiential learning and best practices of STEM instruction to give first-year DHH students enrolled in a postsecondary STEM program the opportunity to develop problem-solving skills in real-world scenarios. Using an industrial engineering laboratory that provides manufacturing and warehousing environments, students were immersed in real-world scenarios in which they worked on teams to address prescribed problems encountered during the activities. The highly structured, Plan-Do-Check-Act approach commonly used in industry was adapted for the DHH student participants to document and communicate the problem-solving steps. Students who experienced the intervention realized a 14.6% improvement in problem-solving proficiency compared with a control group, and this gain was retained at 6 and 12 months, post-intervention. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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