Designing a teacher's auxiliary book for teaching science to hearing-impaired students

This study aimed to design a teacher's auxiliary book for teaching science to hearing-impaired students. In line with this purpose, the positive and negative aspects of the book in the process of lesson plan preparation and lesson processing for the hearing-impaired science teacher were examined. The question of how to increase the positive contributions and reduce the negative aspects was answered. This qualitative study adopted an action research design to obtain findings. All steps in the action research cycle were followed in order. First, the problem statement was put forward in the theoretical context. Second, the data collection plan was prepared and realized. Third, the data were analyzed. In order to design the book, learning outcomes that were appropriate for the level of hearing-impaired students and related to subjects that could be concretized were selected. These learning outcomes were discussed under five headings: introduction, concept teaching, lecturing, reinforcement, and evaluation. The book content was organized in both written and digital media. The book design was completed by combining the written and digital content through a QR code. The sample consisted of fifth- and seventh-grade students in a public school for the hearing impaired and their science teacher. Data were collected using a reflective journal written by the teacher, the existing lesson plan, the lesson plan based on the designed book, the semi-structured interview, and the observation and reflective diary made by the researcher. The data were analyzed using descriptive and content analysis. The results showed that the book intended to assist teachers in teaching science to hearing-impaired students contributed positively to the lesson plan preparation and lesson teaching process of the science teacher for the hearing impaired. In order to increase its positive contributions, it was suggested that the evaluation sections of the book should be diversified with activities such as writing, fill-in-the-blanks, etc.