Öğrenme Güçlüğü Olan Öğrencilerin Matematik Dersi STEM Etkinliklerinin Değerlendirilmesi

Öz

Bu araştırmada, öğrenme güçlüğü olan öğrencilere örüntü konusunun STEM etkinlikleriyle öğretiminin değerlendirilmesi amaçlanmıştır. Çalışmada nitel araştırma yöntemlerinden çoklu durum çalışması deseni kullanılmıştır. Araştırmanın katılımcıları üçüncü sınıfta öğrenim gören, tam zamanlı kaynaştırma eğitimi alan, öğrenme güçlüğü tanısı almış, üç öğrenciden oluşmaktadır. Araştırma verileri gözlemler, görüşmeler, görüntü kayıtları, STEM becerileri rubriği, ürün değerlendirme formu ve başarı testleriyle toplanmıştır. Veriler içerik analizi ve betimsel istatistikle analiz edilmiştir. Araştırma sonucunda öğrenme güçlüğü olan öğrencilerin akademik başarılarında artış sağladığı, etkinlik amacı doğrultusunda tasarladıkları materyallerde matematikte örüntü becerilerini kullanabildikleri, fen alanında bilgilerini materyale yansıtabildikleri ve makasla kesme, yapıştırma gibi mühendislikle ilgili ince motor becerilerde yeterli oldukları görülmüştür. Ancak, ölçüm yapma, hizalama gibi matematik becerileri ve teknolojiden yararlanma konusunda yetersiz oldukları belirlenmiştir. Uygulama sonunda öğrencilerle gerçekleştirilen görüşmelerin analizi doğrultusunda öğrenciler etkinlikleri eğlenceli bulduklarını, daha çok materyali tasarlarken ve çizim yaparken zorlandıklarını, en çok boyama yaparken ve örüntü yaparken keyif aldıklarını ve tasarladıkları ürünlerde fen, matematik, mühendislik ve teknolojiden faydalandıklarını dile getirmişlerdir. Araştırmanın sonucunda STEM etkinliklerinin kullanımına yönelik matematikle ilgili farklı konularda veya farklı yetersizlik gruplarıyla çalışmalar yapılması önerilmiştir.

Anahtar Kelimeler

• STEM Etkinlikleri
• Matematik Becerileri
• Örüntü
• Öğrenme Güçlüğü.

Evaluation of Mathematics Course STEM Activities of Students with Learning Disabilities

Abstract

This study aimed to evaluate the teaching of patterns to students with learning disabilities through STEM activities. The study employed a qualita-tive multiple case design, one of the qualitative research approaches. The participants were three students diagnosed with learning disabilities receiv-ing fully inclusive education in a third-grade classroom at a public school. The data were collected through observations, interviews, video recordings, the STEM Skills Rubric, the Product Evaluation Form, achievement tests and analyzed using descriptive statistics and content analysis. The findings re-vealed that STEM activities contributed to increased academic achievement among students with learning disabilities. The students could utilize their patterning skills in mathematics and reflect their knowledge of science in the materials they designed. Additionally, they demonstrated proficiency in fine motor skills related to engineering, such as cutting with scissors and gluing. However, the students needed to improve in mathematical skills such as measurement and alignment and utilizing technology. The analysis of inter-views conducted with the students at the end of the implementation indi-cated that the students found the activities enjoyable. They reported experi-encing the most difficulty while designing and drawing materials but de-rived the most enjoyment from coloring and creating patterns. The students also stated that they benefited from science, mathematics, engineering, and technology in their designed products. Based on the findings, further studies are recommended on using STEM activities in different mathematical topics or with various disability groups.

Keywords

• STEM Activities
• Mathematics Skills
• Pattern
• Learning Disabilities.

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