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Görme Engelliler ve Az Görenler için STEM Becerileri

Year 2024, Volume: 8 Issue: 1, 42 - 49
https://doi.org/10.48067/ijal.1213041

Abstract

Bu çalışmada STEM eğitiminde ihtiyaç duyulan beceriler ile görme engellilerin ve az görenlerin ihtiyaçlarını eşleştiren bir modelsel çalışma yapılmıştır. Çalışmanın içeriğinde ortaya çıkan beceriler bir çerçeve ile sunulmuş ve bu çerçeveye uygun 27 tane kazanım ek olarak paylaşılmıştır. Bu model ile birlikte görme engelli öğrencilerin STEM becerilerini geliştirmek amacıyla bir öğretim programı geliştirmek mümkündür.

References

  • Bülbül, M. S. (2013). A Description of a Blind Student's Science Process Skills through Health Physics. European Journal of Physics Education, 4(2), 6-13.
  • Bülbül, M. Ş., Yiğit, N., & Garip, B. (2016). Adapting smart phone applications about physics education to blind students. In Journal of Physics: Conference Series (Vol. 707, No. 1, p. 012039). IOP Publishing.
  • Bülbül, M. Ş. (2016). Görme engelli öğrenciyi fizikçi yapan fonksiyon. Alan Eğitimi Araştırmaları Dergisi, 2(1), 17-26.
  • Bülbül, M. S. (2017). A Universal Design for Robotics Education. Journal of Science Education for Students with Disabilities, 20(1), 16-19.
  • Bülbül, M. Ş., & Sözbilir, M. (2017). Engelsiz STEM eğitimi. Salih Çepni. In Kuramdan uygulamaya STEM+ A+ E eğitimi, 511-531.
  • De Broucker, P., Bordt, M., Read, C., Harris, S., & Zhang, Y. (2001). Determinants of science and technology skills: Overview of the study. Education Quarterly Review, 8(1), 8.
  • Garip, B., & Bülbül, M. Ş. (2014). A blind student’s outdoor science learning experience: Barrier hunting at METU science and technology museum. International Journal of Physics & Chemistry Education, 6(2), 100-109.
  • Mohan, A., Merle, D., Jackson, C., Lannin, J., & Nair, S. S. (2009). Professional skills in the engineering curriculum. IEEE Transactions on Education, 53(4), 562-571.
  • Nair, C. S., Patil, A., & Mertova, P. (2009). Re-engineering graduate skills–a case study. European journal of engineering education, 34(2), 131-139.
  • Norman, G. R. H. (1988). Problem‐solving skills, solving problems and problem‐based learning. Medical education, 22(4), 279-286.
  • Rose, D. (2000). Universal design for learning. Journal of Special Education Technology, 15(3), 45-49. Schoenfeld, A. H. (1980). Teaching problem-solving skills. The American Mathematical Monthly, 87(10), 794-805.
  • Siekmann, G., & Korbel, P. (2016). Defining" STEM" Skills: Review and Synthesis of the Literature. Support Document 1. National Centre for Vocational Education Research (NCVER).
  • Watulak, S. L., & Kinzer, C. K. (2013). Beyond technology skills. Critical digital literacies as social praxis: Intersections and challenges, 127-156.

STEM SKILLS FOR STUDENTS WHO ARE BLIND or LOW VISION

Year 2024, Volume: 8 Issue: 1, 42 - 49
https://doi.org/10.48067/ijal.1213041

Abstract

In this study, a model study was conducted to match the skills needed in STEM education with the needs of visually impaired and low-vision students. The skills that emerged in the content of the study were presented with a framework and 27 objectives in accordance with this framework were shared as a table. With this model, it is possible to develop a curriculum to improve the STEM skills of visually impaired students.

References

  • Bülbül, M. S. (2013). A Description of a Blind Student's Science Process Skills through Health Physics. European Journal of Physics Education, 4(2), 6-13.
  • Bülbül, M. Ş., Yiğit, N., & Garip, B. (2016). Adapting smart phone applications about physics education to blind students. In Journal of Physics: Conference Series (Vol. 707, No. 1, p. 012039). IOP Publishing.
  • Bülbül, M. Ş. (2016). Görme engelli öğrenciyi fizikçi yapan fonksiyon. Alan Eğitimi Araştırmaları Dergisi, 2(1), 17-26.
  • Bülbül, M. S. (2017). A Universal Design for Robotics Education. Journal of Science Education for Students with Disabilities, 20(1), 16-19.
  • Bülbül, M. Ş., & Sözbilir, M. (2017). Engelsiz STEM eğitimi. Salih Çepni. In Kuramdan uygulamaya STEM+ A+ E eğitimi, 511-531.
  • De Broucker, P., Bordt, M., Read, C., Harris, S., & Zhang, Y. (2001). Determinants of science and technology skills: Overview of the study. Education Quarterly Review, 8(1), 8.
  • Garip, B., & Bülbül, M. Ş. (2014). A blind student’s outdoor science learning experience: Barrier hunting at METU science and technology museum. International Journal of Physics & Chemistry Education, 6(2), 100-109.
  • Mohan, A., Merle, D., Jackson, C., Lannin, J., & Nair, S. S. (2009). Professional skills in the engineering curriculum. IEEE Transactions on Education, 53(4), 562-571.
  • Nair, C. S., Patil, A., & Mertova, P. (2009). Re-engineering graduate skills–a case study. European journal of engineering education, 34(2), 131-139.
  • Norman, G. R. H. (1988). Problem‐solving skills, solving problems and problem‐based learning. Medical education, 22(4), 279-286.
  • Rose, D. (2000). Universal design for learning. Journal of Special Education Technology, 15(3), 45-49. Schoenfeld, A. H. (1980). Teaching problem-solving skills. The American Mathematical Monthly, 87(10), 794-805.
  • Siekmann, G., & Korbel, P. (2016). Defining" STEM" Skills: Review and Synthesis of the Literature. Support Document 1. National Centre for Vocational Education Research (NCVER).
  • Watulak, S. L., & Kinzer, C. K. (2013). Beyond technology skills. Critical digital literacies as social praxis: Intersections and challenges, 127-156.
There are 13 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Makale
Authors

Mustafa Şahin Bülbül 0000-0003-1524-6575

Early Pub Date April 16, 2024
Publication Date
Acceptance Date February 29, 2024
Published in Issue Year 2024 Volume: 8 Issue: 1

Cite

APA Bülbül, M. Ş. (2024). STEM SKILLS FOR STUDENTS WHO ARE BLIND or LOW VISION. International Journal of Active Learning, 8(1), 42-49. https://doi.org/10.48067/ijal.1213041
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