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An evaluation of the SOAR-High Project: a Web-based science program for deaf students
Charles R Barman1, Jamie D Stockton
1Department of Teacher Education, Indiana University-Purdue University, Indianapolis, USA.
American Annals of the Deaf
|November 27, 2002
Summary
The SOAR-High (Science, Observing, and Reporting-High School) Project effectively improved deaf students' science process skills, independence, and motivation. However, some curriculum materials presented reading challenges.
Area of Science:
- Earth Systems Science Education
- Educational Technology Integration
Background:
- Web-based learning offers unique opportunities for science education.
- Collaborative online projects can engage diverse student populations.
Purpose of the Study:
- To evaluate the effectiveness of the SOAR-High Project.
- To assess student proficiency in science process skills.
- To determine the impact on student independence and motivation.
Main Methods:
- Mixed-methods evaluation including interviews, observations, and performance tasks.
- Analysis of student website work and curriculum materials.
- Involved collaborating teachers and deaf high school students.
Main Results:
- Students demonstrated proficiency in science process skills.
- Curriculum materials were found to explicitly stress these skills.
- Evidence supported increased student independence and motivation.
- Some students faced reading level difficulties with materials.
Conclusions:
- The SOAR-High Project successfully enhanced key student skills and motivation.
- Curriculum adjustments may be needed to address reading level concerns.
- The project highlights the potential of technology in earth science education for deaf students.