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AZ GÖREN 8. SINIF ÖĞRENCİLERİNE KAVRAM HARİTASIYLA ÖZET ÇIKARMA BECERİSİNİN AKRAN ARACILIĞI İLE ÖĞRETİMİ

Yıl 2009, Cilt 7, Sayı 4, 853 - 877, 01.12.2009

Öz

Bu araştırmanın amacı, akran aracılığı ile sunulan kavram haritası kullanarak özet çıkarma becerisi öğretiminin, az gören 8. sınıf öğrencilerinin fen bilgisi metinlerini anlama ve hatırlama performansları üzerindeki etkisini incelemektir. Araştırmada tek denekli araştırma modellerinden yoklama denemeli denekler arası çoklu yoklama modeli kullanılmıştır. Araştırmanın denekleri görme engelliler ilköğretim okulu 8. sınıfına devam eden az gören iki öğrencidir. Öğrencilerin okudukları metinler öğrencilerin izledikleri ders kitaplarından seçilmiş, ancak yeniden düzenlenerek kullanılmıştır. Araştırma sonuçları, akranlar yoluyla sunulan kavram haritası kullanarak özet çıkarma becerisi öğretiminin, her iki deneğin de okuduğunu anlama ve hatırlama performansları üzerinde etkili olduğunu, deneklerin becerilerini yeni metinlere genellemelerine yol açtığını göstermiştir.

Kaynakça

  • Arreaga-Mayer, C. (1998). Increasing active student responding and improving academic performance through classwide peer tutoring. Intervention in School and Clinic, 34(2), 89-96.
  • Babyak, A.E., Koorland, M., Mathes, P.G. (2000). The effects of story mapping instruction on the reading comprehension of students with behavioral disorders. Behavioral Disorders, 25, 239-258.
  • Bakken, J. P., Mastropieri, M. A., Scruggs, T. E. (1997). Reading comprehension of expository science material and students with learning disabilities: A comparison of strategies. The Journal of Special Education, 31, 300-324.
  • Beirne-Smith, M. (1991). Peer tutoring in arithmetic for children with learning disabilities. Exceptional Children, 57, 330-337.
  • Billingsley, F., White, O. R., Munson, R. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment, 2, 229-241.
  • Chang, K.E., Sung, Y. T., Chen, I. (2002). The effect of concept mapping to enhance text comprehension and summarization. The Journal of Experimental Education, 7, 5-23.
  • Cook, S. B., Scruggs, T. E. Mastropieri, M. A., Casto, G. C. (1985-86). Handicapped students as tutors, 19, 483-492.
  • Darch, C. B., Carnine, D. W. Kameenui, E. J. (1986). The role of graphic organizers and social structure in content area instruction. Journal of Reading Behavior, 18, 275-295.
  • Davis, Z. T. (1994). Effects of prereading story mapping on elementary readers' comprehension. Journal of Educational Research, 87, 353-360.
  • DiCecco, V. M., Gleason, M.M. (2002). Using graphic organizers to attain relational knowledge from expository text. Journal of LearningDisabilities, 35, 306- 320.
  • Dimino, J., Gersten, R., Carnine, D., Blake, G. (1990). Story grammar: An approach for promoting at-risk secondary students' comprehension of literature. The Elementary School Journal, 91, 19-32.
  • DuPaul, G., Eckert, T. L. (1998). Academic interventions for students with attention deficit/hyperactivity disorder: A review of the literature. Reading and Writing Quarterly, 14, 59-83.
  • DuPaul, G. J., Ervin, R. A., Hook, C. L. (1998). Peer tutoring for children with attention deficit hyperactivity disorder: Effects on classroom behavior and academic performance. Journal of Applied Behavior Analysis, 31, 579-92.
  • Elbaum, B. E., Vaughn, S. (1999). Grouping practices and reading outcomes for students with disabilities. Exceptional Children, 65, 399-415.
  • Fellenius, K. (1999). Reading environment at home and at school of Swedish students with visual impairments. Journal of Visual Impairment and Blindness, 93, 211-225.
  • Fuchs, D., Fuchs, L. S., Mathes, P. G., Simmons, D.C. (1997). Peer-assisted learning strategies: Making classroom more responsive to diversity. American Educational Research Journal, 34, 174-206
  • Fuchs, L. S., Fuchs, D., Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school students with serious reading problems. Remedial and Special Education, 20, 309-318
  • Fueyo, V., Bushell Jr, D. (1998). Using number line procedures and peer tutoring to improve the mathematics computation of low-performing first graders. Journal of Applied Behavior Analysis, 31, 417-430.
  • Gardill, M. C., Jitendra, A. K. (1999). Advanced story map instruction: Effects on the reading comprehension of students with learning disabilties. The Journal of Special Education, 33(1), 2-17.
  • Gompel, M., van Bon, W. H., Schreuder, R. (2004). Reading by Children with Low Vision. Journal of Visual Impairment and Blindness, 98, 77-89.
  • Griffin, C. C., Malone, L. D., Kameenui, E. J. (1995). Effects of graphic organizer instruction on fifth-grade students. The Journal of Educational Research, 89, 98-107.
  • Harper, F., Mallette, B., Maheady, L., Brennan, G. (1993). Classwide student tutoring teams and direct instruction as a combined instructional program to teach generalizable strategies for mathematics word problems. Education and Treatment of Children, 16, 115-135.
  • Idol, L. (1987). Group story mapping.: A comprehension strategy for both skilled and unskilled readers. Journal of Learning Disabilities, 20, 196-205.
  • Jindal-Snape, D. (2005). Self-evaluation and recruitment of feedback for enhanced social interaction by a student with visual impairment. Journal of Visual Impairment and Blindness, 99, 486-498.
  • Kahveci, G. (2004). Az görenlerde zihin haritası yöntemi ile özet çıkarmanın okuduğunu anlamaya etkisi. Yayımlanmamış yüksek lisans tezi, Gazi Üniversitesi, Ankara.
  • Karakoç, T. (2002). Görme engelli öğrencilere matematikte sözlü problem çözümünün öğretiminde doğrudan öğretim yaklaşımına göre hazırlanan öğretim programının akranlar aracılığıyla sunulmasının etkililiği. Yayımlanmamış yüksek lisans tezi, Gazi Üniversitesi, Ankara.
  • King-Sears, M. E., Bradley, D. F. (1995). Classwide peer tutoring: Heterogeneous instruction in general education classrooms. Preventing School Failure, 40, 29-36.
  • Mastropieri, A. A., Scruggs, T. E., Spencer, V., Fontana, J. (2003). Promoting success in high school world history: Peer tutoring versus guided notes. Learning Disabilities Research and Practice, 18, 52-65.
  • Miller, S. P. (2002).Validated practices for teaching students with diverse needs and abilities. Boston: Allyn and Bacon.
  • Moore, D. W., Readence, J. E. (1984). A quantitative and qualitative review of graphic organizer research. Journal of Educational Research, 78, 11-17.
  • Novak, J. D. (1990). Concept maps and Vee diagrams: Two metacognitive tools to facilitate meaningful learning. Instructional Science, 19, 29-52.
  • Pierce, K., Schreibman, L. (1997). Multiple peer use of pivotal response training to increase social behaviors of classmates with autism: Results from trained and untrained peers. Journal of Applied Behavior Analysis, 30, 157-160.
  • Schloss, P. J., Kobza, S. A., Alper, S. (1997). The use of peer tutoring for the acquisition of functional math skills among students with moderate retardation. Education and Treatment of Children, 20, 189-209.
  • Simmons, D.C., Griffin, C.C., Kameenui, E.J. (1988). Effects of teacher-constructed pre- and post-graphic organizer instruction on sixth-grade science student’s comprehension and recall. Journal of Educational Research, 82, 15-21.
  • Tekin-İftar, E., Kırcaali-İftar, G. (2001). Özel eğitimde yanlışsız öğretim yöntemleri. Ankara: Nobel Yayın Dağıtım.
  • Utley, C. A., Mortweet, S. L., Greenwood, C. R. (1997). Peer mediated instruction and interventions. Focus on Exceptional Children, 29, 1-23.
  • Vallecorsa, A. L., deBettencourt, L. U. (1997). Using a mapping procedure to teach reading and writing skills to middle grade students with learning disabilities. Education and Treatment of Children, 20, 173-188.
  • Willerman, M., Mac Harg, R. A. (1991). The concept map as an advance organizer. Journal of Research in Science Teaching, 28, 705-712.

TEACHING HOW TO USE OF CONCEPT MAPS IN SUMMARIZING TEXTS BY USING PEER MEDIATION TO 8TH GRADE STUDENTS WITH LOW VISION

Yıl 2009, Cilt 7, Sayı 4, 853 - 877, 01.12.2009

Öz

This study examined the effects of summarization by using concept mapping via peer tutoring on science texts comprehension and recall performances of two 8th grade students with low vision. In this research, the students read the texts which have been selected from their science textbooks and rearranged. A multiple probe across students design was used. The results indicated that the intervention was successful in increasing the percentage of correct responses to the comprehension questions for all students. In addition, the effects of instruction generalized to novel texts for all students.

Kaynakça

  • Arreaga-Mayer, C. (1998). Increasing active student responding and improving academic performance through classwide peer tutoring. Intervention in School and Clinic, 34(2), 89-96.
  • Babyak, A.E., Koorland, M., Mathes, P.G. (2000). The effects of story mapping instruction on the reading comprehension of students with behavioral disorders. Behavioral Disorders, 25, 239-258.
  • Bakken, J. P., Mastropieri, M. A., Scruggs, T. E. (1997). Reading comprehension of expository science material and students with learning disabilities: A comparison of strategies. The Journal of Special Education, 31, 300-324.
  • Beirne-Smith, M. (1991). Peer tutoring in arithmetic for children with learning disabilities. Exceptional Children, 57, 330-337.
  • Billingsley, F., White, O. R., Munson, R. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment, 2, 229-241.
  • Chang, K.E., Sung, Y. T., Chen, I. (2002). The effect of concept mapping to enhance text comprehension and summarization. The Journal of Experimental Education, 7, 5-23.
  • Cook, S. B., Scruggs, T. E. Mastropieri, M. A., Casto, G. C. (1985-86). Handicapped students as tutors, 19, 483-492.
  • Darch, C. B., Carnine, D. W. Kameenui, E. J. (1986). The role of graphic organizers and social structure in content area instruction. Journal of Reading Behavior, 18, 275-295.
  • Davis, Z. T. (1994). Effects of prereading story mapping on elementary readers' comprehension. Journal of Educational Research, 87, 353-360.
  • DiCecco, V. M., Gleason, M.M. (2002). Using graphic organizers to attain relational knowledge from expository text. Journal of LearningDisabilities, 35, 306- 320.
  • Dimino, J., Gersten, R., Carnine, D., Blake, G. (1990). Story grammar: An approach for promoting at-risk secondary students' comprehension of literature. The Elementary School Journal, 91, 19-32.
  • DuPaul, G., Eckert, T. L. (1998). Academic interventions for students with attention deficit/hyperactivity disorder: A review of the literature. Reading and Writing Quarterly, 14, 59-83.
  • DuPaul, G. J., Ervin, R. A., Hook, C. L. (1998). Peer tutoring for children with attention deficit hyperactivity disorder: Effects on classroom behavior and academic performance. Journal of Applied Behavior Analysis, 31, 579-92.
  • Elbaum, B. E., Vaughn, S. (1999). Grouping practices and reading outcomes for students with disabilities. Exceptional Children, 65, 399-415.
  • Fellenius, K. (1999). Reading environment at home and at school of Swedish students with visual impairments. Journal of Visual Impairment and Blindness, 93, 211-225.
  • Fuchs, D., Fuchs, L. S., Mathes, P. G., Simmons, D.C. (1997). Peer-assisted learning strategies: Making classroom more responsive to diversity. American Educational Research Journal, 34, 174-206
  • Fuchs, L. S., Fuchs, D., Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school students with serious reading problems. Remedial and Special Education, 20, 309-318
  • Fueyo, V., Bushell Jr, D. (1998). Using number line procedures and peer tutoring to improve the mathematics computation of low-performing first graders. Journal of Applied Behavior Analysis, 31, 417-430.
  • Gardill, M. C., Jitendra, A. K. (1999). Advanced story map instruction: Effects on the reading comprehension of students with learning disabilties. The Journal of Special Education, 33(1), 2-17.
  • Gompel, M., van Bon, W. H., Schreuder, R. (2004). Reading by Children with Low Vision. Journal of Visual Impairment and Blindness, 98, 77-89.
  • Griffin, C. C., Malone, L. D., Kameenui, E. J. (1995). Effects of graphic organizer instruction on fifth-grade students. The Journal of Educational Research, 89, 98-107.
  • Harper, F., Mallette, B., Maheady, L., Brennan, G. (1993). Classwide student tutoring teams and direct instruction as a combined instructional program to teach generalizable strategies for mathematics word problems. Education and Treatment of Children, 16, 115-135.
  • Idol, L. (1987). Group story mapping.: A comprehension strategy for both skilled and unskilled readers. Journal of Learning Disabilities, 20, 196-205.
  • Jindal-Snape, D. (2005). Self-evaluation and recruitment of feedback for enhanced social interaction by a student with visual impairment. Journal of Visual Impairment and Blindness, 99, 486-498.
  • Kahveci, G. (2004). Az görenlerde zihin haritası yöntemi ile özet çıkarmanın okuduğunu anlamaya etkisi. Yayımlanmamış yüksek lisans tezi, Gazi Üniversitesi, Ankara.
  • Karakoç, T. (2002). Görme engelli öğrencilere matematikte sözlü problem çözümünün öğretiminde doğrudan öğretim yaklaşımına göre hazırlanan öğretim programının akranlar aracılığıyla sunulmasının etkililiği. Yayımlanmamış yüksek lisans tezi, Gazi Üniversitesi, Ankara.
  • King-Sears, M. E., Bradley, D. F. (1995). Classwide peer tutoring: Heterogeneous instruction in general education classrooms. Preventing School Failure, 40, 29-36.
  • Mastropieri, A. A., Scruggs, T. E., Spencer, V., Fontana, J. (2003). Promoting success in high school world history: Peer tutoring versus guided notes. Learning Disabilities Research and Practice, 18, 52-65.
  • Miller, S. P. (2002).Validated practices for teaching students with diverse needs and abilities. Boston: Allyn and Bacon.
  • Moore, D. W., Readence, J. E. (1984). A quantitative and qualitative review of graphic organizer research. Journal of Educational Research, 78, 11-17.
  • Novak, J. D. (1990). Concept maps and Vee diagrams: Two metacognitive tools to facilitate meaningful learning. Instructional Science, 19, 29-52.
  • Pierce, K., Schreibman, L. (1997). Multiple peer use of pivotal response training to increase social behaviors of classmates with autism: Results from trained and untrained peers. Journal of Applied Behavior Analysis, 30, 157-160.
  • Schloss, P. J., Kobza, S. A., Alper, S. (1997). The use of peer tutoring for the acquisition of functional math skills among students with moderate retardation. Education and Treatment of Children, 20, 189-209.
  • Simmons, D.C., Griffin, C.C., Kameenui, E.J. (1988). Effects of teacher-constructed pre- and post-graphic organizer instruction on sixth-grade science student’s comprehension and recall. Journal of Educational Research, 82, 15-21.
  • Tekin-İftar, E., Kırcaali-İftar, G. (2001). Özel eğitimde yanlışsız öğretim yöntemleri. Ankara: Nobel Yayın Dağıtım.
  • Utley, C. A., Mortweet, S. L., Greenwood, C. R. (1997). Peer mediated instruction and interventions. Focus on Exceptional Children, 29, 1-23.
  • Vallecorsa, A. L., deBettencourt, L. U. (1997). Using a mapping procedure to teach reading and writing skills to middle grade students with learning disabilities. Education and Treatment of Children, 20, 173-188.
  • Willerman, M., Mac Harg, R. A. (1991). The concept map as an advance organizer. Journal of Research in Science Teaching, 28, 705-712.

Ayrıntılar

Diğer ID JA89FE95AD
Bölüm Makaleler
Yazarlar

A. Tuba TUNCER Bu kişi benim


Gül KAHVECİ Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2009
Başvuru Tarihi 1 Aralık 2009
Kabul Tarihi
Yayınlandığı Sayı Yıl 2009, Cilt 7, Sayı 4

Kaynak Göster

APA Tuncer, A. T. & Kahveci, G. (2009). AZ GÖREN 8. SINIF ÖĞRENCİLERİNE KAVRAM HARİTASIYLA ÖZET ÇIKARMA BECERİSİNİN AKRAN ARACILIĞI İLE ÖĞRETİMİ . Türk Eğitim Bilimleri Dergisi , 7 (4) , 853-877 . Retrieved from https://dergipark.org.tr/tr/pub/tebd/issue/26109/275083

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