Abstract

Document-based question (DBQ) strategy is considered one of innovative teaching strategies which allow students to learn through real life historical events, demonstrations, and sources. Research has shown that DBQ strategies are effective in any content subject, especially in the social studies content area. DBQ strategies are heavily incorporated in advanced placement courses. There is a growing number of state mandated exams with DBQ items where students are asked to provide in-depth responses. The problem statement of this research study is whether or not DBQ strategies could be used effectively for deaf students at middle and high school academic levels. In the results of the qualitative analysis among the interviews, the findings show that deaf children have the same passion as their hearing peers in learning history through the visual aids of historical and primary sources/documents. Furthermore, this study also show that the use of DBQ as an educational tool for deaf students would promote and improve their interpretative and critical thinlung skills.

Publication Date

5-25-2006

Document Type

Master's Project

Student Type

Graduate

Advisor

Not listed

Comments

Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works in December 2013.

Campus

RIT – Main Campus

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