ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERDE SOSYAL HİKÂYELEREGÖMÜLÜ OLARAK SUNULAN ŞEMAYA DAYALI YÖNTEMİN DEĞİŞİM PROBLEMLERİ ÇÖZME BECERİSİ ÜZERİNDEKİ ETKİSİ

Öz

Bu çalışmada, sosyal hikâye içinde sunulan şemaya dayalı yöntemin değişim problemleri çözme yönteminin öğrenme güçlüğü olan üçüncü sınıfa devam eden öğrencilerin sözel matematik değişim problemi çözme performansı üzerindeki etkisi araştırılmıştır. Sınıf öğretmenleri ile iletişim kurulduktan sonra üç öğrenme güçlüğü tanılı öğrenci belirlenerek çalışmaya katılmıştır. Araştırmada, sözel matematik problemlerinin öğretimi için özel program hazırlanmış ve sosyal hikâye içerisinde sunulmuştur. Programdaki hem sözel matematik hem sosyal hikayelerdeki örnekler oluşturulmadan önce, öğrencilerden ve öğrencilerin öğretmenlerinden kişisel bilgiler ve çeşitli konularla ilgili seçimleri hakkında detaylı veriler elde edilmiştir. Araştırma, tek denekli deneysel modellerden denekler arası çoklu yoklama modeline göre yapılmıştır. Araştırma bulgularında, eğitim sürecinin etkili olduğu, öğrencilerin değişim problemlerinde doğru tepkilerinin öğretimin sona ermesinden sonra da sürdüğü gözlemlenmiştir. Ayrıca sözel matematik problem çözme becerilerini farklı ortama genellemelerine yol açtığı sonucuna ulaşılmıştır.

Anahtar Kelimeler

• Değişim problemleri
• şemaya dayalı sözel matematik
• sosyal hikâye
• öğrenme güçlüğü.

THE EFFECT OF THE SCHEMA-BASED METHOD EMBEDDED IN A SOCIAL STORY ON THE SKILLS OF SOLVING CHANGE PROBLEMS IN STUDENTS WITH LEARNING DISABILITIES

Öz

In this study, the effect of the schema-based change problem solving method embedded in the social story on the verbal mathematics change problem solving performance of the third grade students with learning disabilities was investigated. After communicating with the classroom teachers, three students with learning disabilities were selected and participated in the study. In the research, a special program was prepared for the teaching of verbal mathematics problems and presented in a social story. Before creating examples in both verbal mathematics and social stories in the program, detailed data were obtained from students and students' teachers about personal information and their choices about various topics. The research was carried out according to the multiple probe model between subjects, one of the single-subject experimental models. In the research findings, it was observed that the education process was effective and the correct responses of the students to the change problems continued after the end of the education. In addition, it was concluded that it caused them to generalize their verbal mathematics problem-solving skills to different environments.

Anahtar Kelimeler

• Problems of change
• schema-based verbal mathematics
• social story
• learning disability.

Kaynakça

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