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Teaching Science to Students with Special Needs: The Efficiency of Science Experiments Presented with Tablet Computers

Yıl 2022, Cilt: 23 Sayı: 4, 811 - 829, 01.12.2022
https://doi.org/10.21565/ozelegitimdergisi.905523

Öz

Introduction: In parallel with the developments in technology in recent years, the use of technology in special education has been increasing. One of the fields in which significant advantages are achieved through the use of technology is science teaching. Although it is seen that studies on the effects of tablet computers, one of the technological tools used in teaching science subjects to students with special needs, have increased in the literature, more studies are needed. This research aims to examine the effectiveness of science experiments presented with tablet computers in teaching science definitions and factual facts to students with special needs.
Method: A multiple probe design with probe conditions across participants was applied as the research design, which is one of the single-subject research models. The research included instructional sessions, generalization, and maintenance sessions; effectiveness, reliability, and social validity data were collected. Three students with a learning disability who were 11 years old and were receiving inclusive education in general education schools participated in the study.
Findings: It was determined that all students participating in the study acquired the target science definitions and knowledge of factual facts, and they continued these acquisitions three weeks after the intervention was completed. In addition, the participant students were able to generalize these achievements to another teacher and environment. The social validity findings of the study revealed that the students with special needs and teachers, who were the participants of the research, had positive views on science teaching with tablet computers.
Discussion: The findings of the study are consistent with the results of studies in the literature examining the effectiveness of tablet computer use in teaching science to students with special needs. The findings were discussed and compared with similar studies.

Kaynakça

  • Acungil, A. T. (2014). Zihin yetersizliği olan öğrencilere görsel-işitsel teknolojilerle sunulan tablet bilgisayar öğretim programının etkililiği [Effectiveness of tablet computer ınstructıon program (tacip) presented via audio-visual technologies on teaching the use of tablet computer to students with intellectual disability] (Tez Numarası: 373611). [Yüksek lisans tezi, Anadolu Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Alberto, P. A., & Troutman, A. C. (2006). Applied behavior analysisfor teachers (7th ed.). Pearson Education, Inc.
  • Alber-Morgan, S. R., Sawyer, M. R., & Miller, H. L. (2015). Teaching science to young children with special needs. Research in Early Childhood Science Education, 299–324. https://doi.org/10.1007/978-94-017-9505-0_14
  • Aydoğdu, C., & Yardımcı, E. (2013). İlköğretim fen laboratuvarlarında meydana gelen kazalar ve öğretmenlerin geliştirebilecekleri davranış tarzları [Accidents occured in elementary science laboratories and teachers’ behaviour manners toward these aciıdents]. Hacettepe Universitesi Egitim Fakultesi Dergisi 44(44), 52-60.
  • Bahçalı, T. (2016). Gelişimsel yetersizliği olan bireylere tablet bilgisayarla sunulan video modelle öğretimin iş görüşmesi becerisini öğretmedeki etkililiği [The effectiveness of video modeling presented by tablet pc on teaching job interview skills to individuals who have developmental disabilities]. (Tez Numarası: 432431). [Yüksek lisans tezi, Anadolu Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Bouck, E. C., & Weng, P. L. (2014). Reading math: A comparison of reading and listening to algebraic problems. Journal of Special Education Technology, 29(4), 1-13. https://doi.org/10.1177/016264341402900401
  • Bulgren, J. A., Ellis, J. D., & Marquis, J. G. (2014). The use and effectiveness of an argumentation and evaluation intervention in science classes. Journal of Science Education and Technology, 23(1), 82-97. https://doi.org/10.1007/s10956-013-9452-x
  • Colomo-Palacios, R., Tovar-Caro, E., García-Crespo, Á., & Gómez-Berbís, J. M. (2010). Identifying technical competencies of ıt professionals. International Journal of Human Capital and Information Technology Professionals, 1(1), 31–43. https://doi.org/10.4018/jhcitp.2010091103
  • Cox, T. D., Ogle, B., & Campbell, L. O. (2019). Investigating Challenges and Preferred Instructional Strategies in STEM. Journal of Postsecondary Education and Disability, 32(1), 49-61.
  • Cullen, J. M. (2013). Effects of self-directed video prompting using ipads on the vocational task completion of young adults with ıntellectual and developmental disabilities (Doctoral dissertation, The Ohio State University).
  • Gogolin, L., & Swartz, F. (1992). A quantitative and qualitative inquiry into the attitudes toward science of nonscience college students. Journal of research in science teaching, 29(5), 487-504. https://doi.org/10.1002/tea.3660290505
  • Harlan, J. D., & Rivkin, M. S. (2004). Science experiences for the early childhood years: An integrated affective approach (8th ed.). Pearson Prentice Hall.
  • Hart, J. E., & Whalon, K. J. (2012). Using video self-modelingvia iPads to increase academic responding of an adolescent with autism spectrum disorder and intellectual disability. Education and Training in Autism and Developmental Disabilities, 47, 438–446.
  • Gül, Ş., Yazıcı, F., & Sözbilir, M. (2016, Mayıs). Görme engelli ortaokul öğrencilerinin bitki ve hayvanlardaüreme, büyüme ve gelişme ünitesine yönelik ihtiyaçları [The needs of middle school students with visualimpairment for the reproduction, growth and development unit in plants and animals]. I. Ulusal BiyolojiEğitimi Kongresi’nde sunulan sözlü bildiri, Ankara.
  • Israel, M., Marino, M., Delisio, L. ve Serianni, B. (2014). Supporting content learning through technology for k-12 students with disabilities Retrieved May 13, 2020 from https://www.researchgate.net/profile/Matthew_Marino2/publication/276274580_Supporting_content_learning_through_technology_for_K-12_students_with_disabilities_Document_No_IC-10/links/5554a06b08ae980ca60a0e00.pdf
  • Israel, M., Wang, S. & Marino, M. T. (2016). A multilevel analysis of diverse learners playing life science video games: interactions between game content, learning disability status, reading proficiency and gender. Journal of Research in Science Teaching, 53(2), 324–345. https://doi.org/10.1002/tea.21273
  • Jimenez, B. A., Browder, D. M., Spooner, F., & Dibiase, W. (2012). Inclusive ınquiry science using peer-mediated embedded ınstruction for students with moderate ıntellectual disability. Exceptional Children, 78(3), 301–317. https://doi.org/10.1177/001440291207800303
  • Karaer, G. & Melekoğlu, M. A. (2020). Özel öğrenme güçlüğü olan öğrencilere fen bilimleri öğretimi üzerineyapılan çalışmaların incelenmesi [Review of studies on teaching science to students with specific learning disabilities]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 21(4), 789-819. https://doi.org/10.21565/ozelegitimdergisi.532903
  • Krouse, H. J. (2001). Video modelling to educate patients. Journal of Advanced Nursing, 33(6), 748–757. https://doi.org/10.1046/j.1365-2648.2001.01716.x
  • Malekpour, M., Aghababaei, S., & Abedi, A. (2013). Working memory and learning disabilities. International Journal of Developmental Disabilities, 59(1), 35–46. https://doi.org/10.1179/2047387711y.0000000011
  • Martínez-Álvarez, P. (2016). Special ways of knowing in science: expansive learning opportunities with bilingual children with learning disabilities. Cultural Studies of Science Education, 12(3), 521–553. https://doi.org/10.1007/s11422-016-9732-x
  • Marino, M. T., Black, A. C., Hayes, M. T., & Beecher, C. C. (2010). An analysis of factors that affect struggling readers' achievement during a technology-enhanced STEM astronomy curriculum. Journal of Special Education Technology, 25(3), 35-47. https://doi.org/10.1177/016264341002500305
  • Mastropieri, M. A., Scruggs, T. E., Norland, J. J., Berkeley, S., McDuffie, K., Tornquist, E. H., & Connors, N. (2006). Differentiated curriculum enhancement in ınclusive middle school science. The Journal of Special Education, 40(3), 130–137. https://doi.org/10.1177/00224669060400030101
  • McGrath, A. L. & Hughes, M. T. (2018). Students with learning disabilities in inquiry-based science classrooms: A cross-case analysis. Learning Disability Quarterly, 41(3), 131–143. https://doi.org/10.1177/0731948717736007
  • McMahon, D. D., Cihak, D. F., Wright, R. E., & Bell, S. M. (2016). Augmented reality for teaching science vocabulary to postsecondary education students with intellectual disabilities and autism. Journal of Research on Technology in Education, 48(1), 38-56.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed). Sage Publications.
  • Miller, B. T., Krockover, G. H., & Doughty, T. (2013). Using iPads to teach inquiry science to students with a moderate to severe intellectual disability: A pilot study. Journal of Research in Science Teaching, 50(8), 887-911. https://doi.org/10.1002/tea.21091
  • Milli Eğitim Bakanlığı (MEB) [Ministry of National Education (MoNE)] (2006). Özel Eğitim Hizmetleri Yönetmeliği [Special Education Services Regulation]. Ankara: General Directorate of Special Education Guidance and Counseling Services. Available online at: https://www.resmigazete.gov.tr/eskiler/2006/05/20060531-2.htm (accessed 1 May 2020)
  • National Research Council. (2000). The aging mind: Opportunities in cognitive research. National Academies Press.
  • Ok, M. W., Hughes, J. E., & Boklage, A. (2018). Teaching and learning biology with iPads for high school students with disabilities. Journal of Educational Computing Research, 56(6), 911-939. https://doi.org/10.1177/0735633117713113
  • Ok, M. W., & Kim, W. (2017). Use of iPads and iPods for academic performance and engagement of pre k–12 students with disabilities: A research synthesis. Exceptionality, 25(1), 54-75. https://doi.org/10.1080/09362835.2016.1196446
  • Partin, M. L., Underwood, E. M., & Worch, E. A. (2013). Factors related to college students' understanding of the nature of science: comparison of science majors and nonscience majors. Journal of College Science Teaching, 42(6), 89-99. https://doi.org/10.2505/4/jcst13_042_06_89
  • Sazak-Pınar, E., & Merdan, F. (2016). Grafik düzenleyicilerin otizmli öğrencilere fen bilgisi kavramlarınınöğretimindeki etkililiği [Effectiveness of graphic in teaching science concepts to children with autism]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(1), 111-131
  • Smith, B. R., Spooner, F., & Wood, C. L. (2013). Using embedded computer-assisted explicit instruction to teach science to students with autism spectrum disorder. Research in Autism Spectrum Disorders, 7(3), 433-443. https://doi.org/10.1016/j.rasd.2012.10.010
  • Smyrnaiou Z., Politis P., Dimitracopoulou A. & Komis V. (2005). The Role of Real and Virtual Experiments in Science Learning. In Zacharia Z. & Constantinou C. (Eds). Integrating New Technologies in Science and Education. The proceedings of the Computer Based Learning in Science, University of Zilina, Slovakia, pp. 296-304.
  • Sözbilir, M., Zorluoğlu, S. L., & Kızılaslan, A. (2016, Eylül). 6. sınıf görme engelli öğrencilere ısı iletkeni ve ısıyalıtkanı kavramlarının öğretimine yönelik etkinlik ve materyal geliştirme [Developing activities andmaterials for 6th grade students with visual impairments to teach the concepts of heat conductor and heatinsulator]. 12. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi’nde sunulan sözlü bildiri, Trabzon.
  • Spooner, F., Knight, V., Browder, D., Jimenez, B., & DiBiase, W. (2011). Evaluating evidence-based practice in teaching science content to students with severe developmental disabilities. Research and Practice for Persons with Severe Disabilities, 36(1), 62–75. https://doi.org/10.2511/rpsd.36.1-2.62
  • Spronken-Smith, R., Walker, R., Batchelor, J., O’Steen, B., & Angelo, T. (2012). Evaluating student perceptions of learning processes and intended learning outcomes under inquiry approaches. Assessment & Evaluation in Higher Education, 37(1), 57-72. https://doi.org/10.1080/02602938.2010.496531
  • Şen, A.Z. & Nakiboğlu, C. (2012). Ortaöğretim kimya ders kitaplarının bilimsel süreç becerileri açısından incelenmesi [Analyze of High School Chemistry Textbooks’’ in Terms of Science Process Skills]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 13(3), 47-65.
  • Tekin-İftar, E. (2012). Çoklu yoklama modelleri [Multiple probe models]. E. Tekin-İftar (Ed), Eğitim ve davranış bilimlerinde tek-denekli araştırmalar [Single-subject research in education and behavioral sciences] içinde (p. 217-254). Türk Psikologlar Derneği Yayınları.

Özel Gereksinimli Öğrencilere Fen Öğretimi: Tablet Bilgisayarla Sunulan Fen Deneylerinin Etkililiği

Yıl 2022, Cilt: 23 Sayı: 4, 811 - 829, 01.12.2022
https://doi.org/10.21565/ozelegitimdergisi.905523

Öz

Giriş: Son yıllarda teknolojide yaşanan gelişmelere paralel olarak özel eğitimde teknoloji kullanımı da artmaktadır. Teknoloji kullanımı sayesinde önemli avantajların elde edildiği alanlardan biri de fen bilimleri öğretimidir. Fen bilimleri konularının özel gereksinimli öğrencilere kazandırılmasında kullanılan teknolojik araçlardan biri olan tablet bilgisayarların etkilerine ilişkin çalışmaların alanyazında arttığı görülse de daha fazla çalışmanın yapılmasına gereksinim duyulmaktadır. Bu araştırma, tablet bilgisayarla sunulan fen deneylerinin, fen tanımlarını ve olgusal gerçeklere ilişkin bilgileri özel gereksinimli öğrencilere öğretmedeki etkililiğini incelemeyi amaçlamaktadır.
Yöntem: Araştırma, tek denekli araştırma modellerinden katılımcılar arası yoklama evreli çoklu yoklama modeli kullanılarak gerçekleştirilmiştir. Araştırmada, öğretim, yoklama, genelleme ve izleme oturumlarına yer verilmiş; etkililik, güvenirlik ve sosyal geçerlik verileri toplanmıştır. Araştırmaya 11 yaşında ve genel eğitim okullarında kaynaştırma yoluyla eğitim almakta olan öğrenme güçlüğü tanılı üç öğrenci katılmıştır.
Bulgular: Çalışmaya katılan tüm öğrencilerin hedef fen bilimleri tanımlarını ve olgusal gerçeklere ilişkin bilgileri edindikleri ve bu kazanımları müdahale tamamlandıktan üç hafta sonra sürdürdükleri belirlenmiştir. Ayrıca katılımcı öğrenciler bu kazanımları başka bir öğretmene ve çevreye genelleyebilmiştir. Araştırmanın sosyal geçerlik bulguları, araştırmanın katılımcısı olan özel gereksinimli öğrencilerin ve öğretmenlerin, tablet bilgisayarla yapılan fen öğretimine ilişkin olumlu görüşlerinin olduğunu ortaya koymuştur.
Tartışma: Araştırmanın bulguları, alanyazında bulunan ve özel gereksinimli öğrencilere fen bilimleri öğretiminde tablet bilgisayar kullanımının etkililiğini inceleyen araştırmaların sonuçlarıyla tutarlıdır. Elde edilen bulgular benzer araştırmalarla karşılaştırılarak tartışılmıştır.

Kaynakça

  • Acungil, A. T. (2014). Zihin yetersizliği olan öğrencilere görsel-işitsel teknolojilerle sunulan tablet bilgisayar öğretim programının etkililiği [Effectiveness of tablet computer ınstructıon program (tacip) presented via audio-visual technologies on teaching the use of tablet computer to students with intellectual disability] (Tez Numarası: 373611). [Yüksek lisans tezi, Anadolu Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Alberto, P. A., & Troutman, A. C. (2006). Applied behavior analysisfor teachers (7th ed.). Pearson Education, Inc.
  • Alber-Morgan, S. R., Sawyer, M. R., & Miller, H. L. (2015). Teaching science to young children with special needs. Research in Early Childhood Science Education, 299–324. https://doi.org/10.1007/978-94-017-9505-0_14
  • Aydoğdu, C., & Yardımcı, E. (2013). İlköğretim fen laboratuvarlarında meydana gelen kazalar ve öğretmenlerin geliştirebilecekleri davranış tarzları [Accidents occured in elementary science laboratories and teachers’ behaviour manners toward these aciıdents]. Hacettepe Universitesi Egitim Fakultesi Dergisi 44(44), 52-60.
  • Bahçalı, T. (2016). Gelişimsel yetersizliği olan bireylere tablet bilgisayarla sunulan video modelle öğretimin iş görüşmesi becerisini öğretmedeki etkililiği [The effectiveness of video modeling presented by tablet pc on teaching job interview skills to individuals who have developmental disabilities]. (Tez Numarası: 432431). [Yüksek lisans tezi, Anadolu Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Bouck, E. C., & Weng, P. L. (2014). Reading math: A comparison of reading and listening to algebraic problems. Journal of Special Education Technology, 29(4), 1-13. https://doi.org/10.1177/016264341402900401
  • Bulgren, J. A., Ellis, J. D., & Marquis, J. G. (2014). The use and effectiveness of an argumentation and evaluation intervention in science classes. Journal of Science Education and Technology, 23(1), 82-97. https://doi.org/10.1007/s10956-013-9452-x
  • Colomo-Palacios, R., Tovar-Caro, E., García-Crespo, Á., & Gómez-Berbís, J. M. (2010). Identifying technical competencies of ıt professionals. International Journal of Human Capital and Information Technology Professionals, 1(1), 31–43. https://doi.org/10.4018/jhcitp.2010091103
  • Cox, T. D., Ogle, B., & Campbell, L. O. (2019). Investigating Challenges and Preferred Instructional Strategies in STEM. Journal of Postsecondary Education and Disability, 32(1), 49-61.
  • Cullen, J. M. (2013). Effects of self-directed video prompting using ipads on the vocational task completion of young adults with ıntellectual and developmental disabilities (Doctoral dissertation, The Ohio State University).
  • Gogolin, L., & Swartz, F. (1992). A quantitative and qualitative inquiry into the attitudes toward science of nonscience college students. Journal of research in science teaching, 29(5), 487-504. https://doi.org/10.1002/tea.3660290505
  • Harlan, J. D., & Rivkin, M. S. (2004). Science experiences for the early childhood years: An integrated affective approach (8th ed.). Pearson Prentice Hall.
  • Hart, J. E., & Whalon, K. J. (2012). Using video self-modelingvia iPads to increase academic responding of an adolescent with autism spectrum disorder and intellectual disability. Education and Training in Autism and Developmental Disabilities, 47, 438–446.
  • Gül, Ş., Yazıcı, F., & Sözbilir, M. (2016, Mayıs). Görme engelli ortaokul öğrencilerinin bitki ve hayvanlardaüreme, büyüme ve gelişme ünitesine yönelik ihtiyaçları [The needs of middle school students with visualimpairment for the reproduction, growth and development unit in plants and animals]. I. Ulusal BiyolojiEğitimi Kongresi’nde sunulan sözlü bildiri, Ankara.
  • Israel, M., Marino, M., Delisio, L. ve Serianni, B. (2014). Supporting content learning through technology for k-12 students with disabilities Retrieved May 13, 2020 from https://www.researchgate.net/profile/Matthew_Marino2/publication/276274580_Supporting_content_learning_through_technology_for_K-12_students_with_disabilities_Document_No_IC-10/links/5554a06b08ae980ca60a0e00.pdf
  • Israel, M., Wang, S. & Marino, M. T. (2016). A multilevel analysis of diverse learners playing life science video games: interactions between game content, learning disability status, reading proficiency and gender. Journal of Research in Science Teaching, 53(2), 324–345. https://doi.org/10.1002/tea.21273
  • Jimenez, B. A., Browder, D. M., Spooner, F., & Dibiase, W. (2012). Inclusive ınquiry science using peer-mediated embedded ınstruction for students with moderate ıntellectual disability. Exceptional Children, 78(3), 301–317. https://doi.org/10.1177/001440291207800303
  • Karaer, G. & Melekoğlu, M. A. (2020). Özel öğrenme güçlüğü olan öğrencilere fen bilimleri öğretimi üzerineyapılan çalışmaların incelenmesi [Review of studies on teaching science to students with specific learning disabilities]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 21(4), 789-819. https://doi.org/10.21565/ozelegitimdergisi.532903
  • Krouse, H. J. (2001). Video modelling to educate patients. Journal of Advanced Nursing, 33(6), 748–757. https://doi.org/10.1046/j.1365-2648.2001.01716.x
  • Malekpour, M., Aghababaei, S., & Abedi, A. (2013). Working memory and learning disabilities. International Journal of Developmental Disabilities, 59(1), 35–46. https://doi.org/10.1179/2047387711y.0000000011
  • Martínez-Álvarez, P. (2016). Special ways of knowing in science: expansive learning opportunities with bilingual children with learning disabilities. Cultural Studies of Science Education, 12(3), 521–553. https://doi.org/10.1007/s11422-016-9732-x
  • Marino, M. T., Black, A. C., Hayes, M. T., & Beecher, C. C. (2010). An analysis of factors that affect struggling readers' achievement during a technology-enhanced STEM astronomy curriculum. Journal of Special Education Technology, 25(3), 35-47. https://doi.org/10.1177/016264341002500305
  • Mastropieri, M. A., Scruggs, T. E., Norland, J. J., Berkeley, S., McDuffie, K., Tornquist, E. H., & Connors, N. (2006). Differentiated curriculum enhancement in ınclusive middle school science. The Journal of Special Education, 40(3), 130–137. https://doi.org/10.1177/00224669060400030101
  • McGrath, A. L. & Hughes, M. T. (2018). Students with learning disabilities in inquiry-based science classrooms: A cross-case analysis. Learning Disability Quarterly, 41(3), 131–143. https://doi.org/10.1177/0731948717736007
  • McMahon, D. D., Cihak, D. F., Wright, R. E., & Bell, S. M. (2016). Augmented reality for teaching science vocabulary to postsecondary education students with intellectual disabilities and autism. Journal of Research on Technology in Education, 48(1), 38-56.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed). Sage Publications.
  • Miller, B. T., Krockover, G. H., & Doughty, T. (2013). Using iPads to teach inquiry science to students with a moderate to severe intellectual disability: A pilot study. Journal of Research in Science Teaching, 50(8), 887-911. https://doi.org/10.1002/tea.21091
  • Milli Eğitim Bakanlığı (MEB) [Ministry of National Education (MoNE)] (2006). Özel Eğitim Hizmetleri Yönetmeliği [Special Education Services Regulation]. Ankara: General Directorate of Special Education Guidance and Counseling Services. Available online at: https://www.resmigazete.gov.tr/eskiler/2006/05/20060531-2.htm (accessed 1 May 2020)
  • National Research Council. (2000). The aging mind: Opportunities in cognitive research. National Academies Press.
  • Ok, M. W., Hughes, J. E., & Boklage, A. (2018). Teaching and learning biology with iPads for high school students with disabilities. Journal of Educational Computing Research, 56(6), 911-939. https://doi.org/10.1177/0735633117713113
  • Ok, M. W., & Kim, W. (2017). Use of iPads and iPods for academic performance and engagement of pre k–12 students with disabilities: A research synthesis. Exceptionality, 25(1), 54-75. https://doi.org/10.1080/09362835.2016.1196446
  • Partin, M. L., Underwood, E. M., & Worch, E. A. (2013). Factors related to college students' understanding of the nature of science: comparison of science majors and nonscience majors. Journal of College Science Teaching, 42(6), 89-99. https://doi.org/10.2505/4/jcst13_042_06_89
  • Sazak-Pınar, E., & Merdan, F. (2016). Grafik düzenleyicilerin otizmli öğrencilere fen bilgisi kavramlarınınöğretimindeki etkililiği [Effectiveness of graphic in teaching science concepts to children with autism]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(1), 111-131
  • Smith, B. R., Spooner, F., & Wood, C. L. (2013). Using embedded computer-assisted explicit instruction to teach science to students with autism spectrum disorder. Research in Autism Spectrum Disorders, 7(3), 433-443. https://doi.org/10.1016/j.rasd.2012.10.010
  • Smyrnaiou Z., Politis P., Dimitracopoulou A. & Komis V. (2005). The Role of Real and Virtual Experiments in Science Learning. In Zacharia Z. & Constantinou C. (Eds). Integrating New Technologies in Science and Education. The proceedings of the Computer Based Learning in Science, University of Zilina, Slovakia, pp. 296-304.
  • Sözbilir, M., Zorluoğlu, S. L., & Kızılaslan, A. (2016, Eylül). 6. sınıf görme engelli öğrencilere ısı iletkeni ve ısıyalıtkanı kavramlarının öğretimine yönelik etkinlik ve materyal geliştirme [Developing activities andmaterials for 6th grade students with visual impairments to teach the concepts of heat conductor and heatinsulator]. 12. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi’nde sunulan sözlü bildiri, Trabzon.
  • Spooner, F., Knight, V., Browder, D., Jimenez, B., & DiBiase, W. (2011). Evaluating evidence-based practice in teaching science content to students with severe developmental disabilities. Research and Practice for Persons with Severe Disabilities, 36(1), 62–75. https://doi.org/10.2511/rpsd.36.1-2.62
  • Spronken-Smith, R., Walker, R., Batchelor, J., O’Steen, B., & Angelo, T. (2012). Evaluating student perceptions of learning processes and intended learning outcomes under inquiry approaches. Assessment & Evaluation in Higher Education, 37(1), 57-72. https://doi.org/10.1080/02602938.2010.496531
  • Şen, A.Z. & Nakiboğlu, C. (2012). Ortaöğretim kimya ders kitaplarının bilimsel süreç becerileri açısından incelenmesi [Analyze of High School Chemistry Textbooks’’ in Terms of Science Process Skills]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 13(3), 47-65.
  • Tekin-İftar, E. (2012). Çoklu yoklama modelleri [Multiple probe models]. E. Tekin-İftar (Ed), Eğitim ve davranış bilimlerinde tek-denekli araştırmalar [Single-subject research in education and behavioral sciences] içinde (p. 217-254). Türk Psikologlar Derneği Yayınları.
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Samed Yenioğlu 0000-0002-2227-9132

Nevin Güner Yıldız 0000-0002-9135-6429

Yayımlanma Tarihi 1 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 23 Sayı: 4

Kaynak Göster

APA Yenioğlu, S., & Güner Yıldız, N. (2022). Özel Gereksinimli Öğrencilere Fen Öğretimi: Tablet Bilgisayarla Sunulan Fen Deneylerinin Etkililiği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 23(4), 811-829. https://doi.org/10.21565/ozelegitimdergisi.905523




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