A Description of a Blind Student’s Science Process Skills through Health Physics
Abstract
This study describes an approach for blind students thought health physics about how they could set a hypothesis and test it. The participant of the study used some health materials designed for high school blind student and tested her hypothesis with the data she gathered with those materials. It was asked that she should hypothesize which could be tested with the given material and reflected her own interest. At the last step of the case study she asked an expert to construct the data meaningful and tested her hypothesis. Positive expressions of blind student after her hypothesis testing, indicates that blind students possible use and develop their science process skills through health physics.
References
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Mabie, R., & Baker, M. (1996). A comparison of experiential instructional strategies upon the science process skills of urban elementary youth. Journal of Agricultural Education, 37(2), 1-7.
Roth, W.-M., & Roychoudhury, A. (1993). The development of science process skills in authentic contexts. Journal of Research in Science Teaching, 30(2), 127-152.doi:10.1002/tea.3660300203
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Serin, G. (2009). The effect of problem based learning instruction on 7th grade students’ science achievement, attitude toward science and scientific process skills. Unpublished Doctoral Thesis, Middle East Technical University, Ankara.
Siu, K. W. M. (2010). Design research studies for the new needs: balance in theoretical study and design practice. Procedia Social and Behavioral Sciences, 2(2), 1016–1023. doi:10.1016/j.sbspro.2010.03.143
Tifi, A., Natale, N., & Lombardi, A. (2006). Scientists at play: teaching science process skills. Science, (1), 37-40. Retrieved from http://www.scienceinschool.org/repository/docs/play.pdf
Wang, S., & Wang, H. (2010). Towards Innovative Design Research in Information Systems. Journal of Computer Information Systems, 51(1), 11–18. Retrieved from http://www.iacis.org/jcis/pdf/Wang_Wang_51_1.pdf
Bülbül, M. .Ş. (2009). The possiblity of learning Curved Mirrors’ Structure By Blind Inborn Students. 26th International Physics Conference (p. 225). Bodrum: Turkish Physics Society. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet
Bülbül, M. Ş. (2011). Inclusion: Something more than sitting together. International Centre for Innovation in Education (p. 7). İstanbul. Retrieved from
http://eric.ed.gov/PDFS/ED523205.pdf
Bülbül, M. Ş. (2012). Making wave concept tangible. e-Journal of New World Sciences Academy, 7(1), 404–409. Retrieved from http://www.newwsa.com/download/gecici_makale_dosyalari/NWSA-5315-2602-3.pdf
Bülbül, M. Ş., & Eryılmaz, A. (2010a). Human as a Context in Learning Physics: A Guide for Textbook Authors. GIREP-ICPE-MPTL Conference Proceedings (pp. 57-58). Reims: Groupe International de Recherche sur l’Enseignement de la Physique. Retrieved from www.univreims.fr/site/evenement/girep-icpe.../23075.pdf
Bülbül, M. Ş., & Eryılmaz, A. (2010b). How does a blind student measure three basic units in mechanics? 27th International Physics Congress Book of Abstracts (p. 352). Bodrum: Turkish Physical Society.
Bülbül, M. Ş., & Matthews, K. (2012). Bağlam emelli eğitimin olası gelecğı̇ . X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi (p. 548). Niğde. Retrieved from http://kongre.nigde.edu.tr/xufbmek/dosyalar/tam_metin/pdf/2487-30_05_2012-22_56_57.pdf
Bülbül, M. Ş., & Şık, A. (2011). Laboratuvar takip sistemi 2.0. International Educational Technology Conference Proceedings (pp. 1732-1735). İstanbul.
Dillashaw, F. G., & Okey, J. R. (1980). Test of Integrated Science Process Skills for Secondary Science Students. Science Education, 64 (5), 601-608.
Elmas, R., Bülbül, M. Ş., & Eryılmaz, A. (2011). Thematic classification of eligible contexts for a holistic perspective in curriculum development. Science Learning & Citizenship, 9th International Conference of ESERA (p. 60). Lyon.
Germann, P. J., Haskins, S., & Auls, S. (1996). Analysis of nine high school biology laboratory manuals: Promoting scientific inquiry. Journal of Research in Science Teaching,33(5), 475-499.
Hershberger, B. K., Zembal-saul, C., & Starr, M. L. (2000). Evidence Helps the KWL Get a Clue. Science and Children, 50-53.
Hırça, N. (2013). The influence of hands on physics experiments on scientific process skills according to prospective teachers’experiences. European J of Physics Education, 4(1), 1-9
Mabie, R., & Baker, M. (1996). A comparison of experiential instructional strategies upon the science process skills of urban elementary youth. Journal of Agricultural Education, 37(2), 1-7.
Roth, W.-M., & Roychoudhury, A. (1993). The development of science process skills in authentic contexts. Journal of Research in Science Teaching, 30(2), 127-152.doi:10.1002/tea.3660300203
Ogle, D. (2009). Creating Contexts for Inquiry: From KWL to PRC2. Knowledge Quest, 38(1), 56- 61. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ869052&loginpage=Login.asp&site=ehost-live&scope=site;
Serin, G. (2009). The effect of problem based learning instruction on 7th grade students’ science achievement, attitude toward science and scientific process skills. Unpublished Doctoral Thesis, Middle East Technical University, Ankara.
Siu, K. W. M. (2010). Design research studies for the new needs: balance in theoretical study and design practice. Procedia Social and Behavioral Sciences, 2(2), 1016–1023. doi:10.1016/j.sbspro.2010.03.143
Tifi, A., Natale, N., & Lombardi, A. (2006). Scientists at play: teaching science process skills. Science, (1), 37-40. Retrieved from http://www.scienceinschool.org/repository/docs/play.pdf
Wang, S., & Wang, H. (2010). Towards Innovative Design Research in Information Systems. Journal of Computer Information Systems, 51(1), 11–18. Retrieved from http://www.iacis.org/jcis/pdf/Wang_Wang_51_1.pdf
Published
2017-02-28
How to Cite
BULBUL, Mehmet Sahin.
A Description of a Blind Student’s Science Process Skills through Health Physics.
European Journal of Physics Education, [S.l.], v. 4, n. 2, p. 1-13, feb. 2017.
ISSN 1309-7202.
Available at: <https://eu-journal.org/index.php/EJPE/article/view/84>. Date accessed: 03 may 2024.
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