6. sınıf zihinsel yetersizliği olan öğrencilere fen öğretimi: Farklı yöntem ve tekniklerle zenginleştirilmiş 5E öğretim modeli
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Trakya Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Fen bilimleri dersinin öğrencilerin çevrelerinde gerçekleşen olayları yorumlama ve bu olaylara sistematik çözümler bulmayı hedefleyen yönünün olduğu düşünülürse bireylerin hayatı için etkili bir şekilde fen öğrenmenin önemi daha iyi anlaşılmaktadır. Hafif düzey zihinsel yetersizliği olan öğrencilerin normal gelişim gösteren akranlarına göre öğrenme bakımından daha yavaş ve dezavantajlı şekilde öğrenme hızına sahip olduğu bilinmektedir. Bu öğrencilerin normal gelişim gösteren öğrencilerden farklılıkları göz önüne alındığında etkili fen öğretimi yapmanın öğrenci ihtiyaçlarına göre hazırlanmış olan ders materyallerinden, kazanımlardan ve ders içeriklerinden geçtiği söylenebilir. Bu araştırmada yöntem olarak eylem araştırması kullanılmıştır. Eylem araştırmalarında problemli bir durumun iyileştirilmesi ve bu duruma çözüm yollarının bulunması amaçlanmaktadır. Bu amaçla araştırmada 2020-2021 Eğitim-Öğretim yılında Çanakkale Merkez Şemsettin Fatma Çamoğlu Ortaokulunda öğrenim gören üç hafif düzey zihinsel yetersizliği olan öğrenci ile çalışılmıştır. Öğrencilere etkili fen öğretimi yapılabilmesi amacıyla öncelikle alanyazın taraması ve bu doğrultuda ihtiyaç analizi yapılmıştır. Ayrıca, ihtiyaçların belirlenerek ders planlarının hazırlanabilmesi için öğrenci, öğretmen ve velilerle yarı-yapılandırılmış görüşmeler gerçekleştirilmiştir. Görüşme verilerinin çözümlenmesi için içerik analizinden yararlanılmıştır. Ortaya çıkan ihtiyaçlar doğrultusunda 5E öğretim modeli temelinde farklı öğretim yöntem ve tekniklerin olduğu ve özel öğretim yöntemlerinin de kullanıldığı ders planları oluşturulmuştur. Çalışmanın amacı doğrultusunda, hafif düzey zihinsel yetersizliğe sahip öğrencilerin bilimsel içeriğin öğrenilmesini sağlamanın yanı sıra bilimsel süreç becerilerinin geliştirilmesi amacıyla ders planlarına çeşitli deney ve etkinlikler yerleştirilmiş olup bu içeriklerin içerisinde farklı bilimsel süreç becerilerine yer verilmiştir. Öğrenciler, uzman görüşleri doğrultusunda oluşturulmuş olan 'Madde ve Isı ünitesi Bilimsel Süreç Becerileri Testi' ve 'Madde ve Isı Ünitesi Akademik Başarı Testi' öntest olarak çalışmaya başlamadan önce uygulanmıştır. Öğrencilere araştırmacı tarafından hazırlanan ders planlarıyla öğretim uygulandıktan sonra 'Madde ve Isı Ünitesi Bilimsel Süreç Becerileri Testi' ve 'Madde ve Isı Ünitesi Akademik Başarı Testi' sontest olarak yeniden uygulanmıştır. Ayrıca araştırma sürecine ilişkin olarak öğrenci ve araştırmacı görüşleri ortaya konulmuştur. Çalışma sonucunda, öğrencilerin akademik başarılarında ve bilimsel süreç becerilerinde artış olduğu görülmüştür. Ayrıca öğrencilerin araştırma esnasında karşılaştıkları öğretim sürecine ilişkin olarak olumlu ifadelerle durumu nitelendirdikleri görülmüştür. Bu bulgular doğrultusunda hafif düzey zihinsel yetersizliğe sahip öğrencilere fen öğretimi yapılırken alanyazında bulunan ihtiyaçlar ve öğrenci, veli ve öğretmen görüşleri doğrultusunda ortaya çıkan öğretimsel ihtiyaçlara göre ders planlayıp uygulamanın öğrencilerin fen akademik başarılarına ve bilimsel süreç becerilerine olumlu olarak katkıda bulunduğu sonucuna ulaşılmıştır. Ayrıca öğrencilerin ders sürecine ilişkin olumlu fikirlere sahip oldukları da tespit edilmiştir.
Considering the aspect of the science course that aims to interpret events occurring in students' surroundings and find systematic solutions to these events, the importance of effectively learning science for individuals' lives becomes better understood. It is known that students with mild intellectual disabilities have a slower and disadvantaged learning pace compared to their typically developing peers. Taking into account the differences between these students and typically developing students, it can be said that effective science teaching is based on lesson materials, learning outcomes, and course content tailored to student needs. In this research, action research was used as the method. Action research aims to improve a problematic situation and find solutions to it. To achieve this goal, the study was conducted with three students with mild intellectual disabilities who were enrolled in Şemsettin Fatma Çamoğlu Middle School in Çanakkale during the 2020-2021 academic year. In order to facilitate effective science teaching for the students, a literature review was conducted, and a needs analysis was performed accordingly. Additionally, semi-structured interviews were conducted with students, teachers, and parents to determine the needs and prepare lesson plans. Content analysis was used to analyze the interview data. Based on the identified needs, lesson plans were developed, incorporating various teaching methods and techniques under the framework of the 5E instructional model, as well as specialized teaching methods. As per the objectives of the study, various experiments and activities were integrated into the lesson plans to not only facilitate the learning of scientific content by students with mild intellectual disabilities but also to enhance their scientific process skills. Within these content frameworks, different scientific process skills were incorporated. Prior to commencing the study, students were administered the 'Matter and Heat Unit Scientific Process Skills Test' and the 'Matter and Heat Unit Academic Achievement Test' as pre-tests in accordance with expert opinions. After instruction with lesson plans prepared by the researcher, the 'Matter and Heat Unit Scientific Process Skills Test' and the 'Matter and Heat Unit Academic Achievement Test' were administered as post-tests. Additionally, student and researcher perspectives regarding the research process were documented. As a result of the study, an improvement was observed in students' academic achievements and their scientific process skills. Additionally, it was noted that students described their experiences during the research process in positive terms. In light of these findings, it can be concluded that planning and implementing lessons based on the needs identified in the literature and the instructional needs arising from the perspectives of students, parents, and teachers when teaching science to students with mild intellectual disabilities positively contributed to their academic achievements in science and their scientific process skills. Furthermore, it was also determined that students had positive perceptions of the lesson process.
Considering the aspect of the science course that aims to interpret events occurring in students' surroundings and find systematic solutions to these events, the importance of effectively learning science for individuals' lives becomes better understood. It is known that students with mild intellectual disabilities have a slower and disadvantaged learning pace compared to their typically developing peers. Taking into account the differences between these students and typically developing students, it can be said that effective science teaching is based on lesson materials, learning outcomes, and course content tailored to student needs. In this research, action research was used as the method. Action research aims to improve a problematic situation and find solutions to it. To achieve this goal, the study was conducted with three students with mild intellectual disabilities who were enrolled in Şemsettin Fatma Çamoğlu Middle School in Çanakkale during the 2020-2021 academic year. In order to facilitate effective science teaching for the students, a literature review was conducted, and a needs analysis was performed accordingly. Additionally, semi-structured interviews were conducted with students, teachers, and parents to determine the needs and prepare lesson plans. Content analysis was used to analyze the interview data. Based on the identified needs, lesson plans were developed, incorporating various teaching methods and techniques under the framework of the 5E instructional model, as well as specialized teaching methods. As per the objectives of the study, various experiments and activities were integrated into the lesson plans to not only facilitate the learning of scientific content by students with mild intellectual disabilities but also to enhance their scientific process skills. Within these content frameworks, different scientific process skills were incorporated. Prior to commencing the study, students were administered the 'Matter and Heat Unit Scientific Process Skills Test' and the 'Matter and Heat Unit Academic Achievement Test' as pre-tests in accordance with expert opinions. After instruction with lesson plans prepared by the researcher, the 'Matter and Heat Unit Scientific Process Skills Test' and the 'Matter and Heat Unit Academic Achievement Test' were administered as post-tests. Additionally, student and researcher perspectives regarding the research process were documented. As a result of the study, an improvement was observed in students' academic achievements and their scientific process skills. Additionally, it was noted that students described their experiences during the research process in positive terms. In light of these findings, it can be concluded that planning and implementing lessons based on the needs identified in the literature and the instructional needs arising from the perspectives of students, parents, and teachers when teaching science to students with mild intellectual disabilities positively contributed to their academic achievements in science and their scientific process skills. Furthermore, it was also determined that students had positive perceptions of the lesson process.
Açıklama
Doktora
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
