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Sosyal Bilgiler Dersinde Karşılıklı Öğretim Tekniğinin Zihinsel Yetersizliği Olan Öğrenciler Üzerinde Okuduğunu Anlama Becerilerine Etkisi

Yıl 2024, Cilt: 19 Sayı: 43, 2315 - 2343, 30.09.2024
https://doi.org/10.35675/befdergi.1484235

Öz

Bu araştırmanın genel amacı; karşılıklı öğretim tekniğinin hafif derecede zihinsel yetersizliği olan öğrencilerin 6. sınıf Sosyal Bilgiler dersinde okuduğu metinleri anlama becerilerinin üzerindeki etkisini incelemektir. Araştırmada tek-denekli araştırma modellerinden denekler arası çoklu yoklama modeli kullanılmıştır. Araştırmanın denekleri, hafif düzeyde zihinsel yetersizliği tanısı olan üç altıncı sınıf öğrencisinden oluşmuştur. Araştırma boyunca kamera, okuma metinleri ve soruları, sesli okuma testi ve sosyal geçerlik ölçek formu gibi veri toplama araçları kullanılmıştır. Elde edilen veriler; görsel/grafiksel ve betimsel analiz ile değerlendirilmiştir. Araştırmanın bulgularına göre, karşılıklı öğretim tekniğinin hafif düzeyde zihinsel yetersizliği olan öğrencilerin okuduğunu anlama becerilerinde yüksek etki büyüklüğü ile kalıcı ve etkili olduğu sonucuna ulaşılmıştır. Okuduğunu anlama becerisi artan öğrencilerin doğal olarak akademik düzeyde başarısı artacağı için, diğer zihinsel yetersizlik tanısı olan öğrencilerle karşılıklı öğretim tekniği uygulanabilir.

Kaynakça

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Toplam 72 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Programları ve Öğretim (Diğer)
Bölüm Araştırma Makalesi
Yazarlar

Mehtap Çifçi 0000-0002-5541-891X

Şenel Elaldı 0000-0003-0780-4207

Erken Görünüm Tarihi 27 Eylül 2024
Yayımlanma Tarihi 30 Eylül 2024
Gönderilme Tarihi 14 Mayıs 2024
Kabul Tarihi 4 Eylül 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 19 Sayı: 43

Kaynak Göster

APA Çifçi, M., & Elaldı, Ş. (2024). Sosyal Bilgiler Dersinde Karşılıklı Öğretim Tekniğinin Zihinsel Yetersizliği Olan Öğrenciler Üzerinde Okuduğunu Anlama Becerilerine Etkisi. Bayburt Eğitim Fakültesi Dergisi, 19(43), 2315-2343. https://doi.org/10.35675/befdergi.1484235