Testing New Signs for Teaching Biology

Signs emphasizing meaning and concept were designed for various technical terms used in teaching biology. Videotape presentations of these signs were reviewed independently by three deaf ASL linguists; their responses guided the development of the final form used for each sign. The new signs were then evaluated in comparison with fingerspelling of the technical terms during presentation of four topic areas to deaf biology students. Pre-tests, post-tests, and retention tests were used to examine whether the use of new signs for technical terms aids in learning and recalling scientific concepts. Videotapes of classroom sessions were reviewed to assess student response to the new signs, questionnaires being used to collect opinions on the use of the new signs. Though preliminary, the results suggest that technical signs faithful to the grammar of ASL should improve the deaf student’s ability to participate in discussions of scientific subjects.