Marshall Matthew M, Carrano Andres L, Dannels Wendy A
Rochester Institute of Technology and
Auburn University.
J Deaf Stud Deaf Educ. 2016 Oct;21(4):403-15. doi: 10.1093/deafed/enw050. Epub 2016 Aug 23.
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.
失聪和重听人士（DHH）在科学、技术、工程和数学（STEM）职业领域的代表性不足，这可能部分归因于他们在数学和解决问题技能的培养与保持方面的准备程度。开发了一种方法，该方法融合了体验式学习和STEM教学的最佳实践，让参加高等STEM项目的一年级DHH学生有机会在现实场景中培养解决问题的技能。利用一个提供制造和仓储环境的工业工程实验室，学生们沉浸在现实场景中，他们分组合作，解决活动期间遇到的特定问题。行业中常用的高度结构化的计划-执行-检查-行动方法被调整用于DHH学生参与者，以记录和交流解决问题的步骤。与对照组相比，经历了干预的学生在解决问题的熟练度方面提高了14.6%，并且在干预后的6个月和12个月时，这一提升效果得以保持。
