The Effect of Concept Learning with Embedded Instruction to the Students with Intellectual Disabilities

Yıl 2019, Cilt: 8 Sayı: 1, 208 - 230, 01.02.2019

Nilüfer Altun Könez , Ayşenur Çelik Şahin Gamze Apaydın , Betül Yılmaz Çığıl Aykut

https://doi.org/10.14686/buefad.430011

Cited By: 1

Öz

The
aim of this research is to analyse the effect of teaching half concept embedded
in sandwich making skills for the students with intellectual disabilities. The
participants of this research consists of three students between the ages of 11
and 14 with mild intellectual disabilities and continue their education in a
practice school in Ankara province. In this research, multiple probe design
method is used in this single subject experimental design research model. At
the end of the research, the concept teaching embedded in sandwich making skill
is effective in acquiring the half concept by two participants in the material
of concept measure, but did not work in one participant. Furthermore, the
received findings showed that participants acquire and maintain half concept
and generalize it to the different people after four and six weeks later when
the practice session is completed. When social validity of the research is
analysed, the practisers stated that embedded instruction is an easy and
effective method to apply. Research findings are discussed within the scope of
relevant literature and suggestions are provided for implementation. 

Anahtar Kelimeler

embedded instruction, intellectual disability, concept learning

Zihinsel Yetersizliği Olan Öğrencilere Gömülü Öğretim Yöntemi İle Sunulan Kavram Öğretiminin Etkisi

Öz

Bu araştırmanın amacı, yarım kavramının sandviç yapma becerisinin içerisine
gömülerek öğretilmesinin, zihinsel yetersizliğe sahip öğrencilerin bu beceri ve
kavramı kazanmalarına olan etkisinin incelenmesidir. Araştırmanın katılımcılarını
Ankara ilinde bir eğitim uygulama okuluna devam eden, yaşları 11 ile 14 arasında
değişen hafif zihinsel yetersizliği olan üç öğrenci oluşturmuştur. Araştırmada, tek
denekli deneysel desenlerden denekler arası yoklama evreli çoklu yoklama deseni
kullanılmıştır. Araştırmanın bağımlı değişkeni, katılımcıların sandviç yapma
becerisini ve yarım kavramını kazanma düzeyleri, bağımsız değişkeni ise sandviç
yapma becerisinin içine yarım kavramının gömülerek öğretilmesidir. Araştırma
sonucunda, üç katılımcının da sandviç yapma becerisini kazandıkları görülmektedir.
Ek olarak yarım kavramının sandviç yapma becerisinin içerisine gömülerek
öğretilmesinin, bu kavramın kazanılmasında iki katılımcı için etkili olduğu; bir
katılımcı için etkili olmadığı görülmüştür. Ayrıca, elde edilen bulgular, katılımcıların
beceriye ilişkin kazanımlarını, uygulama evresi tamamlandıktan dört ve altı hafta
sonra da sürdürdüklerini göstermiştir.

Anahtar Kelimeler

Gömülü öğretim, Zihinsel yetersizlik, Kavram öğretimi

Kaynakça

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