Contribution of Activities Developed for Visually Impaired Students to Scientific Process Skills
Abstract
Science education has an important role in children's understanding of the world, making the right decisions in accordance with their perceptions, using problem solving skills and scientific attitudes. In this study, the effects of activities prepared by considering the needs of visually impaired students on the development of scientific process skills were analyzed. The case study was used in the study. The sample of the study consisted of one blind and one low vision student. The Science Activity Observation Form (SAOF) was used as the data collection tool. In order to ensure the reliability of the study, SAOF was completed by two researchers and the analysis of the researchers were compared. It has been found that the science activities developed within the scope of the study made a significant contribution to the science process skills of visually impaired students.References
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Scholl, G. T. (1986). Foundations of education for blind and visually handicapped children and youth: Theory and practice. American Foundation for the Blind Inc.: New York, NY.
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Tobin, K. G. (1990). Research on science laboratory activities: in pursuit of better questions and answers to improve learning. School Science and Mathematics, 90(5), 403-418.
Yamak, H. Bulut, N. & Dündar, S. (2014). 5. sınıf öğrencilerinin bilimsel süreç becerileri ile fene karşı tutumlarına FeTeMM etkinliklerinin etkisi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 34(2), 249-265.
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Wallace, C. S., Kang, N. (2004). An investigation of experienced secondary science teachers’ beliefs about inquiry: an examination of competing belief sets. Journal of Research in Science Teaching, 41(9), 936–960.
Wang, J., Wang, Y., Tai, H., Chen, W. (2010). Investigation The Effectiveness of İnquiry-Based İnstruction On Students with Different Prior Knowledge and Reading Abilities. International Journal of Science and Mathematics Education, 8, 801-820.
White, R. T. (1996). The link between the laboratory and learning. International Journal of Science Education, 18(7), 761-774.
Zorluoglu, S. L., Sözbilir, M. (2017). Görme yetersizliği olan öğrencilerin öğrenmelerini destekleyici ihtiyaçlar Learning. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 659-682.
Aldemir, J., Kermani, H. (2016). Integrated STEM curriculum: Improving educational outcomes for head start children. Early Child Development and Care (ISSN: 0300-4430 (Print) 1476-8275 (Online) Journal homepage: http://www.tandfonline.com/loi/gecd20).
American Association for the Advancement of Science. (1990). Science for all Americans. (Project 2061). New York: Oxford University Press.
Butts, M. and Prescott, S. (1990). Science framework for California public schools kindergarten through grade twelve. California: Bureau of Publications, sales unit, California Department of Education.
Cawley, J. F. (1994). Science for students with disabilities. Remedial and Special Education, 15, 67-71.
Dickerson, L.R., Smith, P.B., & Moore, J.E. (1997). An overview of blindness and visual impairment, in J.E. Moore, W.H. Graves & J.B. Patterson (eds.), Foundations of rehabilitation counseling with persons who are blind or visually impaired, pp. 1–24, American Foundation for the Blind: New York.
Ertepinar, H., Geban O. (1996). Effect of instruction supplied with the investigative-oriented laboratory approach on achievement in a science course. Educational Research, 38, 333-341.
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions (Second edition). London: Sage.
Cepni, S., Ayas, A., Johnson, D., & Turgut, M. F. (1997). Fizik öğretimi. Ankara: YÖK/Dünya Bankası Milli Eğitimi Geliştirme Projesi, Hizmet Öncesi Öğretmen Eğitimi.
Flick, L. B. (2004). Developing understanding of scientific inquiry in secondary students. (Ed. L.B. Lawrence B. Flick, Norman G Lederman), Scientific inquiry and nature of science, s. 157-172. Kluwer academic Publisher, Netherland.
Groenveld, M. (1993). Effects of visual disability on behavior and the family. A.R. Fielder, A.B., Best, & M.C. Bax, (Ed.), The management of visual impairment in childhood (s. 64-77). London: Cambridge University Press.
Jones, M.G., Taylor, A.R., & Broadwell, B. (2009). Concepts of scale held by students with visual impairment. Journal of Research in Science Teaching, 46(5), 506-519.
Hofstein, A., Nahum, T., Shore, R. (2001). Assessment of the learning environment of inquiry-type laboratories in high school chemistry, Learning Environments Research, 4, 193-207.
Holbrook, J., Rannikmae, M. (2009). The meaning of scientific literacy. International Journal of Environmental & Science Education, 4(3), 275-288.
Kellington, S. H., Mitchell A. C. & Gillespie A. (1980). How well can your pupils measure? School Science Review, 61 (217). Hatfield: Association for Science Education.
Khan, M. S., Hussain S., Ali R., Majoka M. I. & Ramzan M. (2011). Effect of inquiry method on achievement of students in chemistry at secondary school level. International Journal of Academic Research, 3(1), 955.
Kızılaslan, A. (2019). Linking theory to practice science for students with visual impairment. Science Education International, 30(1), 56–64.
Kızılaslan, A., Sözbilir, M. (2017). Görme yetersizliği olan öğrencilerin ‘Maddenin Halleri ve Isı’ ünitesini öğrenmeye yönelik ihtiyaç analizi. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 35, 274-290.
Kumar, D., Ramasamy, R., & Stefanich, G. (2001). Science for students with visual impairments: teaching suggestions and policy implication for secondary learners. [Electronic version]. Electronic Journal of Science Education, 5, 1-9.
Levack,N., Loumiet, R. (1993). Independent living series: A curriculum with adaptations for students with visual impairments. Texas School for the Blind and Visually Impaired.
Lotter, C, Harwood, W.S., & Bonner, J.J. (2007). The influence of core teaching conceptions on teachers' use of inquiry teaching practices. Journal of Research in Science Teaching, 44, 1318-134.
Lunetta, V. N. (1998). The school science laboratory: historical perspectives and centers of contemporary teaching. In P. Fensham (Ed.). Developments and dilemmas in science education (pp. 169-188). London: Falmer Press.
Lunetta, V. N., Hofstein A. & Cloug M. (2007). Learning and teaching in the school science laboratory: An analysis of research, theory and practice. In N. Lederman and S. Abel (Eds.). Handbook of research on science education (pp. 393-441), Mahwah, NJ: Lawrence Erlbaum.
Lunney, D. (1994). Development of a data acquisition and data analysis system for visually impaired chemistry students. Journal of Chemistry Education, 71(4), 308.
Mastropieri, M. A., Scruggs, T. E. (1995). Teaching science to students with disabilities in general education settings. Teaching Exceptional Children, 27(4), 10-13.
Monhardt, L., Monhart, R. (2006). Creating a context for the learning of science process skills through picture books. Early Childhood Education Journal, 34(1), 67-71.
Oliveira, W. A. (2009). Developing elementary teachers’ understanding of the discourage structure of inquiry-based science classrooms. International Journal of Science Mathematics Education, 8, 247-269.
Padilla, M. J., Okey, J. R., & Dillashaw, F. G. (1983). The relationship between science process skills and formal thinking abilities. Journal of Research in Science Teaching, 20(3), 239-246.
Preece, F. W., Brotherton P. N. (1997). Teaching sciences process skills: long- term effects on science achievement. International Journal of Science Education, 19(8), 895 – 901.
Sackes, M., Trundle, C. K. & Bell, R. (2013). Science learning experiences in kindergarten and children’s growth science performance in elementary grades. Education and Science, 38(167), 114-117.
Scholl, G. T. (1986). Foundations of education for blind and visually handicapped children and youth: Theory and practice. American Foundation for the Blind Inc.: New York, NY.
Skaggs, S., Hopper, C. (1996). Individuals with visual impairments: A review of psychomotor behavior. Adapted Physical Activity Quarterly, 13,16-26.
Şafak, P. (2010). Görme yetersizliği olan çocukların eğitimi. Özel eğitim, (Ed: G. Akçamete). Kök Yayıncılık: Ankara.
Tobin, K. G. (1990). Research on science laboratory activities: in pursuit of better questions and answers to improve learning. School Science and Mathematics, 90(5), 403-418.
Yamak, H. Bulut, N. & Dündar, S. (2014). 5. sınıf öğrencilerinin bilimsel süreç becerileri ile fene karşı tutumlarına FeTeMM etkinliklerinin etkisi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 34(2), 249-265.
Yin, R. K. (2013). Case study research: Design and methods. California: SAGE Publication.
Wallace, C. S., Kang, N. (2004). An investigation of experienced secondary science teachers’ beliefs about inquiry: an examination of competing belief sets. Journal of Research in Science Teaching, 41(9), 936–960.
Wang, J., Wang, Y., Tai, H., Chen, W. (2010). Investigation The Effectiveness of İnquiry-Based İnstruction On Students with Different Prior Knowledge and Reading Abilities. International Journal of Science and Mathematics Education, 8, 801-820.
White, R. T. (1996). The link between the laboratory and learning. International Journal of Science Education, 18(7), 761-774.
Zorluoglu, S. L., Sözbilir, M. (2017). Görme yetersizliği olan öğrencilerin öğrenmelerini destekleyici ihtiyaçlar Learning. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 659-682.
Published
2019-04-05
How to Cite
KIZILASLAN, Aydın; ZORLUOĞLU, Seraceddin Levent.
Contribution of Activities Developed for Visually Impaired Students to Scientific Process Skills.
European Journal of Physics Education, [S.l.], v. 10, n. 1, p. 49-58, apr. 2019.
ISSN 1309-7202.
Available at: <https://eu-journal.org/index.php/EJPE/article/view/218>. Date accessed: 26 apr. 2024.
doi: https://doi.org/10.20308/ejpe.v10i1.218.
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