Teaching Solar and Lunar Eclipses to 6th Grade Students with Mental Disabilities Using Direct Teaching Method
Abstract
This research was conducted to teach the subject of Solar and Lunar Eclipses, included in the 6th Grade Science Course curriculum, to sixth-grade secondary school students with intellectual disabilities by direct explanation. For this research, three students diagnosed with intellectual disability were included using purposeful sampling. A single-subject research model, which is among experimental research, was used in this research. The criterion-referenced measurement tool developed by the researchers as a data collection tool was applied to the students within the scope of the study. It was concluded from the study that all three students with intellectual disabilities were included in the study, who learned the subjects of solar and lunar eclipses and had fun while teaching the subject. In addition, to ensure the permanence of the information obtained, the students' information was re-checked 7, 14, and 21 days after the end of the study with the criterion-referenced measurement tool used, and it was determined that the permanence was achieved. Based on the study, it can be recommended that similar methods be applied to other subjects of the Science course and that both special education teachers and teacher candidates be informed about these methods.
Keywords
Students with intellectual disabilities , science lesson , solar and lunar eclipse
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