Errorless Teaching Methods in Teaching Science to Students with Disabilities: Systematic Review

Year 2022, Volume: 23 Issue: 2, 481 - 506, 01.06.2022

Hicran Denizli Gülboy Meral Melekoğlu

https://doi.org/10.21565/ozelegitimdergisi.833253

Cited By: 3

Abstract

Introduction: The use of effective teaching methods in special education is frequently emphasized in the literature. Errorless teaching methods are particularly effective in teaching academic skills. Similarly, errorless teaching methods are effective in science teaching. However, teachers mostly need knowledge and practice about effective teaching methods such as errorless teaching methods.
Method: In this study, the studies using the single-subject experimental research method in which errorless teaching methods are applied in science teaching to students with disabilities were examined in terms of certain variables with the descriptive analysis approach.
Findings: The research includes 19 studies published in national and international peer-reviewed journals between 2000 and 2020. The studies have been examined in some variables. It was found that the studies mostly used multiple baseline and multiple probe designs; 64 participants were included in the studies, and most of the participants had intellectual disability and autism spectrum disorder. In addition, constant time delay and simultaneous prompting teaching methods were used mostly.
Discussion: With this study, it is expected that the number of national studies may increase in which errorless teaching methods are applied and single-subject research models are used in the teaching of academic skills such as science to students with special needs.
Conclusion: It is seen that errorless teaching methods are quite effective in science teaching in special education.
Suggestions: The subject of effective methods can be added to teachers' in-service training programs. Studies on this issue can be increased in the national literature.

Keywords

science teaching, special education, errorless teaching, single-subject design, autism, intellectual disability, science

Özel Gereksinimli Öğrencilere Fen Bilimleri Öğretiminde Yanlışsız Öğretim Yöntemlerinin Kullanımı: Sistematik Derleme

Abstract

Giriş: Özel eğitimde etkili öğretim yöntemlerin kullanılması alanyazında sıkça vurgulanmaktadır. Özellikle akademik becerilerin öğretiminde yanlışsız öğretim yöntemleri oldukça etkilidir. Benzer şekilde fen bilimleri öğretiminde de yanlışsız öğretim yöntemlerinin etkili olduğu görülmektedir. Alanyazında yer alan uygulamaların incelenmesi ve tüm beceri öğretimlerinde olduğu gibi fen konularının öğretiminde de yanlışsız öğretim yöntemleri konusunda gereksinimlerin belirlenmesi gerekmektedir.
Yöntem: Çalışmada, özel gereksinimli öğrencilere fen öğretiminde yanlışsız öğretim yöntemlerinin uygulandığı ve tek-denekli araştırma modellerinin kullanıldığı araştırmalara ilişkin sistematik derleme yapılmıştır. Belirlenen anahtar kelimeler veritabanlarında taranmış ve toplam 19 makale çalışma kapsamında belirli değişkenler açısından betimsel analiz tekniği ile incelenmiştir.
Bulgular: Çalışmaya 2000-2020 yılları arasında ulusal ve uluslararası hakemli dergilerde yayımlanmış araştırmalar dâhil edilmiştir. Araştırmalarda çoğunlukla çoklu başlama ve çoklu yoklama desenlerinin kullanıldığı, araştırmalarda toplam 64 katılımcının yer aldığı, katılımcıların çoğunun zihin yetersizliği ve otizm spektrum bozukluğuna sahip öğrenciler olduğu görülmüştür. Ayrıca; kuvvet ve enerji, enerji dönüşümleri ve çevre kirliliği, canlılar dünyası gibi hedef davranışların öğretimine yer verildiği ve katılımcıların belirlenen hedef davranışları edindiği görülmüştür. Yanlışsız öğretim yöntemlerinden ise sabit bekleme süreli ve eş zamanlı ipucuyla öğretim yöntemlerinin daha yoğun olarak kullanıldığı görülmüştür.
Tartışma: Bu çalışma ile her tür ve düzeyde yetersizliğe sahip özel gereksinimli öğrencilere fen bilimleri gibi akademik becerilerin öğretimi konusunda yanlışsız öğretim yöntemlerinin uygulandığı ve tek-denekli araştırma modellerinin kullanıldığı ulusal çalışmaların sayısının artması beklenmektedir.
Sonuç: Özel eğitimde fen öğretiminde yanlışsız öğretim yöntemlerinin oldukça etkili olduğu görülmektedir. Ayrıca, araştırmaların tek-denekli araştırma yöntemleri kriterlerine uygun olarak gerçekleştirildiği belirlenmiştir.
Öneriler: Öğretmenlerin hizmet içi eğitim programlarına etkili yöntemler konusu eklenebilir. Ulusal alanyazında bu konuda uygulamalar ve çalışmalar artırılabilir.

Keywords

Özel eğitimde fen öğretimi, yanlışsız öğretim yöntemleri, tek-denekli araştırma modelleri, otizm, zihin yetersizliği, fen bilimleri

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