Principal Investigator: Judy Vesel
CoPrincipal Investigator(s):
Organization: TERC Inc

Abstract:
As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds innovative resources for use in a variety of settings. Using hand-held mobile devices this project would test specialized Signing Glossaries for Science Exhibits (SGSE). The glossaries are developed from 5000 unique signing terms specific to the science in 6 partner institutions and designed to reach families with at least one member, ages 5-12+, who is deaf or hard of hearing and uses American Sign Language (ASL) for communication. The project would demonstrate the potential effectiveness of the venue-specific signing glossaries to enhance access to STEM learning during visits to informal STEM learning environments such as aquariums, botanical gardens, natural history museums, nature centers, science museums, and zoos.

While utilizing existing domain specific signing terms, the project will adapt and improve on their use in content specific informal science venues to increase the opportunity for the target audience to both enjoy and benefit from the wide array of informal science learning opportunities available to this group. The research should reveal how this approach might benefit those with other types of disabilities. The research questions are designed to understand both how family members might interact with a hearing disabled family member as well as how the disabled individual might learn more about a variety of STEM content in a setting that is not domain specific but uses the influence of science exhibits to inform, engage and interest members of the public generally.

Domain specific signing dictionaries have been developed, many by this PI, to address access to content specific topics in STEM. This proposal extends this concept to informal learning environments that are content specific to increase the opportunity for those with hearing disabilities to increase their capability to both enjoy informal science learning venues and to understand more of what these venues provide in terms of science learning.