Stem yaklaşımına dayalı elektrik devre elemanları konusu öğretiminin 5. sınıf özel öğrenme güçlüğü olan öğrencilerin akademik başarılarına ve kalıcılığına etkisi
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Date
2019
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Publisher
Aksaray Üniversitesi Fen Bilimleri Enstitüsü
Access Rights
info:eu-repo/semantics/openAccess
Abstract
Fen eğitiminin temel amaçlarından birisi fen okuryazarı bireyler yetiştirmektir. Özel eğitime gereksinim duyan öğrenciler için de fen okuryazarı olmak ve 21. yüzyıl becerilerini kazanmak önemlidir. Bu çalışmanın amacı 5. sınıf elektrik devre elemanları konusunun, özel öğrenme güçlüğü tanısı almış öğrencilere yönelik geliştirilen ve destek eğitim odalarında yürütülen STEM yaklaşımına dayalı bir öğretim ile öğrencilerin akademik başarılarına ve kalıcılığına etkisini belirlemektir. Buradan hareketle çalışma ile fen eğitimi alanında özel öğrenme güçlüğü olan öğrencilere öğretim modeli kullanılarak yapılan öğretimin başarısının test edilerek; akademisyenlere, öğretmenlere, öğretim modeli geliştirme uzmanlarına ve ilgili konunun diğer paydaşlarına faydalı olmak hedeflenmektedir. Bu amaçla, 2017-2018 eğitim öğretim yılında Adana ilinde, bir devlet ortaokulunda 5. sınıfa devam eden 1 öğrenci ile pilot, 3 öğrenci ile asıl uygulama gerçekleştirilmiştir. Uygulama için STEM yaklaşımı kullanılarak bir öğretim modülü hazırlanmış, destek eğitim odasında uygulama yapılmıştır. Bu çalışma deneysel araştırmalardan, tek denekli araştırma yöntemi kullanılarak gerçekleştirilmiştir. Çalışmada tek denekli çalışmaların çoklu başlama düzeyi modellerinden olan denekler arası çoklu başlama düzeyi modeli kullanılmıştır. Araştırmada veri toplama araçları olarak özel öğrenme güçlüğü gözlem formu, özel öğrenme güçlüğü öğretmen görüşleri anketi, elektrik devre elemanları kavramsal anlama testi, elektrik devre elemanları akademik başarı testi ve veri kayıt formu kullanılmıştır. Veriler, tek denekli çalışma olduğu için grafikler kullanılarak analiz edilmiştir. Araştırmadan elde edilen bulgular neticesinde, STEM yaklaşımı kullanılarak, 5. sınıf elektrik devre elemanları konusunda planlanan öğretim modülü ile özel öğrenme güçlüğü olan öğrencilere, destek eğitim odasında yapılan fen öğretiminin etkili olduğu tespit edilmiştir. Araştırma sonuçlarına dayalı olarak ilgili konuda çalışma yapacak araştırmacılara, öğretimi yürütecek uygulayıcılara ilişkin önerilere yer verilmiştir.
One of the main aims of science education is to educate individuals in science literacy. Becoming a science literate and attaining 21st-century skills are also important for the students who need specific education. The aim of this study is to determine the effect of 5th-grade electrical circuit elements on the academic achievement of students with teaching based on STEM approach developed in support training rooms and developed for students with specific learning difficulties. From this point of view, the success of teaching by using instructional models was tested for students with specific learning difficulties in science education. It is aimed to be useful to academicians, teachers, instructional model development experts and other stakeholders of the related issue. For this purpose, in the 2017-2018 academic year, the primary practice was conducted with 1 student pilot and 3 students attending 5th grade in a state secondary school in Adana. For the application, an instructional module was prepared by using the STEM approach and the application was made in the support training room. This study was carried out from experimental research using a single subject research method. In this study, a multiple-start-level model was used among subjects with multiple baseline levels of single-subject studies. Specific learning disability observation form, specific learning disability teacher opinion questionnaire, electrical circuit elements conceptual understanding test, electrical circuit elements academic achievement test and data registration form were used as data collection tools. The data was analyzed using graphs as it was a single subject study. As a result of the findings obtained from the research, it was determined that science teaching in the support education room was effective for the students with specific learning difficulties with the teaching module planned for the 5th-grade electrical circuit elements using STEM approach. In this study, we made suggestions based on the results of the research, the researchers who will work on the related subject, the instructors who will conduct the teaching and the suggestions regarding the education.
One of the main aims of science education is to educate individuals in science literacy. Becoming a science literate and attaining 21st-century skills are also important for the students who need specific education. The aim of this study is to determine the effect of 5th-grade electrical circuit elements on the academic achievement of students with teaching based on STEM approach developed in support training rooms and developed for students with specific learning difficulties. From this point of view, the success of teaching by using instructional models was tested for students with specific learning difficulties in science education. It is aimed to be useful to academicians, teachers, instructional model development experts and other stakeholders of the related issue. For this purpose, in the 2017-2018 academic year, the primary practice was conducted with 1 student pilot and 3 students attending 5th grade in a state secondary school in Adana. For the application, an instructional module was prepared by using the STEM approach and the application was made in the support training room. This study was carried out from experimental research using a single subject research method. In this study, a multiple-start-level model was used among subjects with multiple baseline levels of single-subject studies. Specific learning disability observation form, specific learning disability teacher opinion questionnaire, electrical circuit elements conceptual understanding test, electrical circuit elements academic achievement test and data registration form were used as data collection tools. The data was analyzed using graphs as it was a single subject study. As a result of the findings obtained from the research, it was determined that science teaching in the support education room was effective for the students with specific learning difficulties with the teaching module planned for the 5th-grade electrical circuit elements using STEM approach. In this study, we made suggestions based on the results of the research, the researchers who will work on the related subject, the instructors who will conduct the teaching and the suggestions regarding the education.
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Keywords
Fen Eğitimi, STEM Yaklaşımı, Elektrik Devre Elemanları, Özel Eğitim, Özel Öğrenme Güçlüğü, Science Education, STEM Approach, Electrical Circuit Elements, Specific Education, Learning Disabilities
