Examples of Chemistry Lesson Activities for Students with Intellectual Disabilities
Abstract
This study examined the applicability of chemistry-based activities developed for middle school students with mild intellectual disability and explored students’ views on these activities. The research was designed within a qualitative research framework. The participants consisted of 10 middle school students with mild intellectual disability enrolled in the 6th, 7th, and 8th grades. Data were collected through semi-structured interviews conducted with the students and social validity forms administered to teachers. The collected data were analyzed using content analysis. Within the scope of the study, three activities were designed to concretize chemistry concepts and relate them to daily life, and these activities were implemented in a laboratory setting. The findings indicated that students actively participated in the activities, found the implementation process enjoyable, and expressed satisfaction with the products they created at the end of the activities. All students evaluated the laboratory-based activities and the cologne-making activity positively. In addition, the self-monitoring recording forms used during the activities were found to support students’ ability to follow the activity steps. Teachers’ views also revealed that the activities supported students’ participation in lessons and their motivation toward learning.
Keywords
Mild intellectual disability, chemistry activities, self-monitoring, activity-based learning
Supporting Institution
Project Number
Ethical Statement
References
- Akpınar, E., & Ergin, Ö. (2005). An application for science teaching based on constructivist theory. Hacettepe University Journal of Education, 29(29), 9–17.
- Ausubel, D. P. (2000). The acquisition and retention of knowledge: A cognitive view. Kluwer Academic Publishers. https://doi.org/10.1007/978-94-015-9454-7.
- Baker, S. K., Gersten, R., & Scanlon, D. (2002). Procedural facilitators and cognitive strategies: Tools for unraveling the mysteries of comprehension and the writing process, and for providing meaningful access to the general curriculum. Learning Disabilities Research & Practice, 17(1), 65–77. https://doi.org/10.1111/1540-5826.0003.
- Balım, A. G., İnel, D., & Evrekli, E. (2008). The effects of using concept cartoons in science education on students’ academic achievements and enquiry learning skill perceptions. Elementary Education Online, 7(1), 188–202.
- Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA Press.
- Cawley, J. F., Foley, T. E., & Miller, J. (2003). Science and students with mild disabilities: Principles of universal design. Intervention in School and Clinic, 38(3), 160–171. https://doi.org/10.1177/10534512030380030501.
- Cawley, J. F., & Parmar, R. S. (2001). Literacy proficiency and science for students with learning disabilities. Reading & Writing Quarterly, 17(2), 105–125. https://doi.org/10.1080/105735601300007589.
- Çapraz, C. (2023). Teaching of solid, liquid and gas substances to students with intellectual disabilities through direct instruction method. International e-Journal of Educational Studies, 7(13), 170–179. https://doi.org/10.31458/iejes.1238841.
- Çiftçi-Tekinarslan, İ. (2015). Students with intellectual disabilities. In H. İ. Diken (Ed.), Students with special needs and special education (pp. 137–163). Pegem Akademi.
- Gilbert, J. K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28(9),957–976. https://doi.org/10.1080/09500690600702470.