ZİHİNSEL YETERSİZLİĞİ OLAN ÖĞRENCİLERE FEN EĞİTİMİ: YÖNTEM VE STRATEJİLER

Year 2021, , 2241 - 2261, 31.12.2021

Tansel Yazıcıoğlu , Aydın Kızılaslan

https://doi.org/10.30783/nevsosbilen.1025041

Cited By: 1

Abstract

Türkiye’de hafif düzeyde zihinsel yetersizliği olan öğrenciler çoğunlukla olağan gelişim gösteren akranlarıyla tam zamanlı kaynaştırma yoluyla eğitimlerini sürdürmekte ve genel eğitim programlarını takip etmektedirler. Başka bir ifadeyle bireyselleştirilmiş eğitim programına dayalı olarak olağan gelişim gösteren akranlarının aldığı dersleri almaktadırlar. Bu derslerden birisi de fen bilimleri dersidir. Fen Bilimleri dersinin bilişsel performansı gerektirmesi, fen alanının soyut kavramlardan oluşması zihinsel yetersizliği olan öğrencilerin bilgiyi işlemleme performanslarını olumsuz etkilemekte ve bu derste zorlanmalarına neden olmaktadır. Bu nedenle hafif düzeyde zihinsel yetersizliği olan öğrencilere Fen Bilimleri konularının içeriği kadar, öğrencilere bu içeriğin hangi yöntem ve tekniklerle aktarılacağı da oldukça önemlidir. Bu sayede zihinsel yetersizliği olan öğrencilerin hem yaşadıkları çevreyi tanıyabilmelerine, hem de fen ile ilişkili kavramları öğrenip dünyaya farklı gözle bakabilmelerine katkı sağlanmaktadır. Zihinsel yetersizlik alanındaki mevcut yayınlara bakıldığında büyük bir kısmının zihinsel yetersizliği olan bireylerin eğitimine, genel eğitime erişimlerini ve katılımlarını teşvik edecek yöntemlere, uygulamalara ya da uyarlamalara odaklanıldığı görülmektedir. Ancak zihinsel yetersizliği olan bireylere yönelik diğer akademik içerik alanları da dâhil olmak üzere fen eğitimine yönelik çalışmalar istenilen düzeyde değildir. Bu nedenle bu çalışmada fen eğitiminin zihinsel yetersizliği olan öğrenciler için önemi üzerinde durulmuş, bu öğrencilere yönelik fen eğitiminin öğretim yöntem ve stratejilerine yer verilmiştir.

Keywords

Zihinsel Yetersizlik, Fen Eğitmi, Fen Eğitimi Yöntem ve Stratejileri

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