The Extent of Acquiring Scientific Concepts in Science Curricula in the Primary Stage for Hearing, Deaf, and Hard-of-Hearing Students: Evaluating Achievement, Teaching Practices, Challenges, and Improvement Mechanisms

This study aimed to investigate the level of acquisition of scientific concepts among hearing, deaf, and hard-of-hearing students in the fifth and sixth grades, and to identify the teaching practices used by science teachers when teaching scientific concepts to these students. Additionally, the study sought to uncover the challenges faced by science teachers in teaching scientific concepts to hearing, deaf, and hard-of-hearing students and to propose mechanisms to help science teachers in primary education increase the acquisition of scientific concepts among these students. The study sample consisted of 136 male and female students and 137 male and female teachers. The researcher developed a test to measure students' acquisition of scientific concepts and a questionnaire to identify the teaching practices used by science teachers and the challenges they face. The results showed a low level of acquisition of scientific concepts among the students, and a very high level of awareness among science teachers of effective teaching practices. However, some challenges limited students' actual understanding of scientific concepts. The study recommended a set of mechanisms to develop scientific concepts among primary school students, including hearing, deaf, and hard-of-hearing students.