Sorgulayıcı yaklaşımının zihinsel yetersizliği olan öğrencilerin bilimsel süreç becerileri ve fen dersine karşı tutumları üzerine etkisi
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Dosyalar
Tarih
2021
Yazarlar
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Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada sorgulayıcı öğretim yaklaşımının zihin yetersizliği olan öğrencilerin bilimsel süreç becerilerine ve Fen dersine karşı tutumlarına etkisi incelenmiştir. Çalışma 2019-2020 eğitim öğretim yılında tamamlanmıştır. Çalışma nitel araştırma yönteminin çoklu durum çalışması deseni ile gerçekleştirilmiştir. Çalışma grubu amaçlı ve uygun örnekleme yöntemi kullanılarak belirlenen zihin yetersizliği olan 9 ortaokul öğrencisinden oluşmaktadır. Veri toplama aracı olarak bilimsel süreç becerileri envanteri, yapılandırılmış görüşme, gözlem ve alan notları kullanılmıştır. Elde edilen veriler betimsel analiz yöntemi ile analiz edilmiştir. Çalışma "Işığın Yayılması" ünitesinde gerçekleştirilmiştir. Araştırma ön testlerin uygulanmasından, 12 etkinliğin uygulanarak bilimsel sürç becerileri gelişiminin takip edilmesinden, son testlerin uygulanmasından ve farklı konu alanlarındaki genelleme etkinliklerinin uygulanarak bilimsel süreç becerilerinin gözlemlenmesinden oluşmaktadır. Uygulama öncesi ve sonrası elde edilen verilerden zihin yetersizliği olan öğrencilerin bilimsel süreç becerilerinin geliştiği ve Fen dersine karşı tutumlarını olumlu yönde etkilediği bulgusuna ulaşılmıştır. Süreç içerinde yapılan gözlemler ve alan notları bu bulguları desteklemektedir. Zihin yetersizliği olan öğrencilerin kazandıkları bilimsel süreç becerilerini farklı konu alanlarına genelleyebildikleri görülmüştür. Sonuç olarak sorgulayıcı öğretim yaklaşımının zihin yetersizliği olan öğrencilerin bilimsel süreç becerilerini geliştirmede ve Fen dersine karşı olumlu tutum kazandırmada etkili olduğu görülmüştür.
In this study, the effect of the inquiry teaching approach on the scientific process skills of students with intellectual disabilities and their attitudes towards science lesson was examined. The study was completed in the 2019-2020 academic year. The study was carried out with the multi-case study design of the qualitative research method. The study group consists of 9 secondary school students with intellectual disability determined by using purposeful and appropriate sampling method. Scientific process skills inventory, structured interview, observation and field notes were used as data collection tools. The obtained datas were analyzed by descriptive analysis method. The study was carried out in the unit of "Spread of Light". The research consists of applying pre-tests, following the development of scientific process skills by applying 12 activities, applying post-tests, and observing scientific process skills by applying generalization activities in different subject areas. From the data obtained before and after the application, it was found that the scientific process skills of students with intellectual disability developed and had a positive effect on their attitudes towards science lesson. Observations and field notes made during the process support these findings. It has been observed that students with intellectual disability can generalize their acquired scientific process skills to different subject areas. As a result, it has been observed that the inquiry teaching approach is effective in developing the scientific process skills of students with intellectual disabilities and gaining a positive attitude towards science lesson.
In this study, the effect of the inquiry teaching approach on the scientific process skills of students with intellectual disabilities and their attitudes towards science lesson was examined. The study was completed in the 2019-2020 academic year. The study was carried out with the multi-case study design of the qualitative research method. The study group consists of 9 secondary school students with intellectual disability determined by using purposeful and appropriate sampling method. Scientific process skills inventory, structured interview, observation and field notes were used as data collection tools. The obtained datas were analyzed by descriptive analysis method. The study was carried out in the unit of "Spread of Light". The research consists of applying pre-tests, following the development of scientific process skills by applying 12 activities, applying post-tests, and observing scientific process skills by applying generalization activities in different subject areas. From the data obtained before and after the application, it was found that the scientific process skills of students with intellectual disability developed and had a positive effect on their attitudes towards science lesson. Observations and field notes made during the process support these findings. It has been observed that students with intellectual disability can generalize their acquired scientific process skills to different subject areas. As a result, it has been observed that the inquiry teaching approach is effective in developing the scientific process skills of students with intellectual disabilities and gaining a positive attitude towards science lesson.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
