Science for Students with Visual Impairment: An Analysis of Hands-on Activity
Yıl: 2021 Cilt: 10 Sayı: 1 Sayfa Aralığı: 51 - 68 Metin Dili: İngilizce DOI: 10.14686/buefad.627796 İndeks Tarihi: 08-08-2022
Science for Students with Visual Impairment: An Analysis of Hands-on Activity
Öz: Science courses are considered to be one of the most difficult courses since they contain difficult and abstract concepts for the individual who needs special education. Because traditional science teaching is mostly based on visual teaching. However, an effective science education can be done by making instructional adaptations and taking into account the individual needs of the students. In this study, the science activities and materials prepared by taking into consideration the needs of the students with visual impairment using the case study of qualitative research methods were made. the study sample consisted eight students including three blind and five students with low vision. The Activity Evaluation Scale (AES) was used to collect data. At the end, activities and materials were evaluated by teacher and independent researchers. In order to ensure the reliability of the study, the videos which were recorded during the course separately analyzed by the researchers, the AES was filled and then the analyses of the researchers were compared. As a result, it was determined that the science activity and materials prepared for the students with visual impairment can be useful in teaching the concepts of heat conductor and heat insulator.
Anahtar Kelime: Görme Yetersizliği Olan Öğrencilere Fen Eğitimi: Uygulamalı Etkinlik Analizi
Öz: Fen dersleri, çoğu özel eğitime gereksinim duyan birey için zor ve soyut kavramlar içerdiğinden en zor derslerden biri olarak kabul edilir. Çünkü geleneksel fen öğretimi çoğunlukla görsel öğretime dayandırılmıştır. Fakat öğretimsel uyarlamalar yapılarak ve öğrencilerin bireysel ihtiyaçları göz önünde bulundurularak etkili bir iyi fen öğretimi yapılabilir. Bu çalışmada nitel araştırma yöntemlerinden durum çalışması kullanılarak görme yetersizliği olan öğrencilerin ihtiyaçları dikkate alınarak hazırlanan fen etkinlik ve materyallerinin analizi yapılmıştır. Çalışma grubu üç görmeyen ve beş az gören öğrenciden oluşturmaktadır. Çalışmada veri toplama aracı olarak Etkinlik Değerlendirme Ölçeği (EDÖ) kullanılmıştır. Etkinlik sonunda dersi yürüten öğretmen ve bağımsız araştırmacılar tarafından etkinlik ve materyalleri değerlendirilmiştir. Çalışmanın güvenirliğinin sağlanması amacıyla ders esnasında kaydedilen videolar araştırmacılar tarafından ayrı ayrı izlenerek EDÖ doldurulmuş ve daha sonra araştırmacıların analizleri karşılaştırılmıştır. Sonuç olarak görme yetersizliği olan öğrenciler için hazırlanan fen etkinlik ve materyallerinin ısı iletkeni ve ısı yalıtkanı kavramlarının öğretiminde yararlı olabileceği tespit edilmiştir.
Anahtar Kelime: Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
- American Foundation for the Blind. (2015). Low vision and legal blindness terms and descriptions. retrieved from http://www.visionaware.org/info/your-eye-condition/eye-health/low-vision/low-vision terms-and-descriptions/1235
- Avramidis, E., & Norwich, B. (2010). Teachers’ attitudes towards integration/inclusion: A review of literature. European Journal of Special Needs Education, 17(2), 129–147.
- Bailey, B.R., ve Daniel, N. (1993). Providing O&M services to children and youth with severe multiple disabilities. RE:view: Rehabilitation and Education for Blindness and Visual Impairment, 25(2), 57–64.
- Bardin, J. A., & Lewis, S. (2008). A survey of the academic engagement of students with visual impairment general education classes. Journal of Visual Impairment & Blindness, 102(8), 472-483.
- Beard, L. A., Carpenter, L. B., & Johnston, L. B. (2011). Assistive technology: Access for all students (2nd ed.). Upper Saddle River, NJ: Pearson Education.
- Beck-Winchatz, B., & Ostro, S. J. (2003). Using asteroid scale models in space science education for blind and visually impaired students. Astronomy Education Review, 2(2), 118-126.
- Borg, J., Lindstrom, A., & Larsson, S. (2009). Assistive technology in developing countries: National and international responsibilities to implement the convention on the rights of persons with disabilities. Lancet, 374(28), 1863-1865
- Boyd-Kimball, D. (2012). Adaptive instructional aids for teaching a blind student in a nonmajors college chemistry course, Journal of Chemistry Education, 89, 1395-1399.
- Brigham, F.J., Scruggs, T.E., ve Mastropieri, M.A. (2011). Science education and students with learning disabilities. Learning Disabilities Research & Practice, 26(4), 223–232.
- Bromfield-Lee, D.C., & Oliver-Hoyo, M.T. (2009). An esterification kinetics experiment that relies on the sense of smell. Journal of Chemistry Education, 86(1), 82-84.
- Cavkaytar, A. (2013). Özel eğitime gereksinim duyan çocuklar ve özel eğitim, İ. H. Diken (Ed.). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim içinde. Ankara: Pegem Yayıncılık. [Cavkaytar, A. (2013). Children who need special education and special education, İ. H. Diken (Ed.). Students in need of special education and special education. Ankara: Pegem Publishing.]
- Cavkaytar, A., & Diken, İ. H. (2012). Özel eğitim: Özel eğitim ve özel eğitim gerektirenler (1.baskı). Ankara: Vize Basın Yayın. [Cavkaytar, A., & Diken, İ. H. (2012). Special education: Those who require special education and special education (1st edition). Ankara: Vize Publishing.]
- Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five traditions (Second edition). London: Sage.
- Çakmak, S., Karakoç, T., Şafak, P., & Kan, A. (2014). Identifying the reading speed of low vision student's at elementary level. International Journal in IT & Engineering, 2(10), 38-48.
- Darrah, M. A. (2013). Computer haptics: A new way of increasing access and understanding of math and science for students who are blind and visually impaired. Journal of Blindness Innovation and Research, 3(2), 3-47.
- Dickerson, L.R., Smith, P.B. & Moore, J.E., (1997). An overview of blindness and visual impairment’, in Moore J.E., Graves W.H. & Patterson J.B. (eds.), Foundations of rehabilitation counseling with persons who are blind or visually impaired, pp. 1–24, American Foundation for the Blind, New York.
- Douglas, G., & McLinden, M. (2005). Visual Impairment, in A. Lewis & B. Norwich (eds). Special Teaching for Special Children? Pedagogies for Inclusion, pp. 26– 40. Maidenhead, UK: Open University Press
- Farnsworth, C. R., & Luckner, J. L. (2008). The impact of assistive technology on curriculum accommodation for a Braille-reading student. RE:view: Rehabilitation and Education for Blindness and Visual Impairment, 39(4), 171-187.
- Fraser, W. & Maguvhe, M. (2008). Teaching Life Sciences to Blind and Visually Impaired learners. South Africa. University of Pretoria.
- Gray, C. (2009). A qualitatively different experience: mainstreaming pupils with a visual impairment in Northern Ireland. European Journal of Special Needs Education, 24(2), 169-182. doi:10.1080/08856250902793644.
- Gyimah, E., Sugden, D., & Pearson, S. (2009). Inclusion of children with special educational needs in mainstream schools in Ghana: influence of teachers’ and children’s characteristics. International Journal of Inclusive Education, 13(8), 784-804
- Johnsen, B. H. (2001). Curriculum for the plurality of individual learning needs: Some thought concerning practical innovation towards an inclusive class and school. In B.H Johnsen and M.D. Skijorten, (Eds), Education-Special Needs Education: an introduction. Oslo. Unpub.
- Jones, M. G., Andre, T., Superfine, R., & Taylor, R. (2003). Learning at the nanoscale: The impact of students' use of remote microscopy on concepts of viruses, scale, and microscopy. Journal of Research in Science Teaching, 40(3), 303-322.
- Heward, W.L. (2006). Exceptional Children: An introduction to special education (8th ed.). New Jersey: Pearson Merrill Prentice Hall.
- Hill, C. E., Thompson, B. J., & Williams, E. N. (1997). A guide to conducting consensual qualitative research. The Counseling Psychologist, 25, 517– 572.
- Isaacson, M. D., Supalo, C., Michaels, M., & Roth, A. (2016). An Examination of Accessible Hands-on Science Learning Experiences, Self-Confidence in One's Capacity to Function in the Sciences, and Motivation and Interest in Scientific Studies and Careers. Journal of Science Education for Students with Disabilities, 19(1), 68-75.
- Kapperman, G., Heinze, T., & Sticken, J. (2010). Modifying and designing instruction: Mathematics. In. A.J. Koenig & M.C. Holbrook (eds.) Foundation of education (2nd ed.). Volume II: Instructional strategies for teaching children and youths with visual impairment. pp.370-399. New York: AFB Press.
- Karakoç, T. (2016). Görme yetersizliği olan öğrencilerin araştırmaya dayalı öğrenme yaklaşımı modellerinden rehberli keşfetme modelinin deneysel işlemleri kazanmalarına, akademik başarılarına ve fen bilgisine ait tutumlarına etkisi. (Yayımlanmamış Doktora Tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.[Karakoc, T. (2016). The effect of guided discovery model, one of the research-based learning approach models, on the achievement of experimental procedures, academic achievement and attitudes towards science of visually impaired students. Unpublished PhD Thesis. Gazi University, Institute of Educational Sciences, Ankara.]
- Keller, E. (2005). Strategies for teaching learners with visual impairments. Retrieved from http://www.as.wvu.edu/vision.htm.6 July 2014.
- Kelly, S. M., & Smith, D. W. (2011). The impact of assistive technology on the educational performance of students with visual impairments: A synthesis of the research. Journal of Visual Impairment and Blindness, 105(2), 73-83.
- Kızılaslan, A. (2019). Linking Theory to Practice Science for Students with Visual Impairment. Science Education International, 30(1), 56–64.
- Kızılaslan, A., Sözbilir, M., & Zorluoğlu, S. L. (2019). Making science accessible to students with visual ımpairments: ınsulation-materials investigation. Journal of Chemical Education, 2019(96), 1383-1388.
- Kizilaslan, A., Zorluoglu, S.L., & Sozbilir, M. (2020). Improve learning with hands-on classroom activities: science instruction for students with visual impairments, European Journal of Special Needs Education, DOI: 10.1080/08856257.2020.1732110
- Kumar, D., Ramasamy, R. & Stefanich, G. (2001). Science for students with visual impairments: Teaching suggestions and policy implications for secondary educators. Electronic Journal of Science Education 5(3), 1–4.
- Lee, H., & Templeton, R. (2008). Ensuring equal access to technology: Providing assistive technology for students with disabilities. Theory Into Practice, 47(3), 212-219.
- Linn, M. C., & Thier, H. D. (1975). Adapting science material for the blind (ASMB): Expectation for student outcomes. Science Education, 59(2), 237-246.
- Lunney, D. (1994). Development of a data acquisition and data analysis system for visually impaired chemistry students. Journal of Chemistry Education, 71(4), 308
- Lusk, K. E., & Corn, A. L. (2006). Learning and using print and braille:A study of dual-media learners: Part 1. Journal of Visual Impairment and Blindness, 100, 606–619
- Mastropieri, M.A. & Scruggs, T.E. (2010). The Inclusive Classroom: Strategies for Effective differentiated Instruction. New Jersey: Upper Saddle River.
- McGinnity, B.L., Seymour-Ford, J. & Andries, K.J. (2004). Founders. Perkins History Museum, Watertown, MA: Perkins School for the Blind.
- McGookin, D. K., & Brewster, S. A. (2007). Graph builder: Constructing non-visual visualizations. In Bryan- Kinns, N., Blandford, A., Curzon, P. and Nigay, L. (Eds.) People and computers XX – Engage: proceedings of HCI 2006 (pp. 263-278). London: Springer.
- McLoughlin, J.A. & Lewis, R.B. (2005). Assessing students with special needs (6th Ed). New Jersey: Pearson Education, Inc.
- McMillan, J.H. & Schumacher, S. (2010). Research in education: Evidence-based inquiry (7th ed.). New York, NY: Pearson.
- Mete, P, Çapraz, C., & Yıldırım, A. (2017). Science education for intellectual disabled students. Journal of Graduate School of Social Sciences, 21(1), 289-304.
- Mitchell, D. (2008).What Really Works in special and ınclusive education: using evidence based teaching strategies. London: Routledge: Taylor & Francis Group.
- Nepomuceno, G. M., Decker, D. M., Shaw, J. D., Boyes, L., Tantillo, D. J., & Wedler, H. B. (2016). The value of safety and practicality: Recommendations for training disabled students in the sciences with a focus on blind and visually impaired students in chemistry laboratories. Journal of Chemical Health and Safety, 23(1), 5-11.
- Pence, L. E., Workman, H. J., & Riecke, P. (2003). Effective laboratory experiences for students with disabilities: The role of a student laboratory assistant. Journal of Chemical Education, 80(3), 295.
- Poon, T. & Ovadia, R. (2008). Using tactile learning aids for students with visual ımpairments in a first- semester organic chemistry course. Journal of Chemistry Education, 85(2), 240-242.
- Quek, F., & McNeill, D. (2006). Embodiment awareness, mathematics discourse, and the blind. Annals of the New York Academy of Sciences, 1093, 266–279.
- Sapp, W., and Hatlen, P. (2010). The expanded core curriculum: where we have been, where we are going, and how we can get there. Journal of Visual Impairment & Blindness,104(6), 338.
- Sarah, J. Neal, A. & Cathy, D. (2005). What successful teachers do in inclusive classrooms? United Kingdom: Corwin Press.
- Schreuer, N., Sachs, D. & Rosenblum, S. (2014). Participation in leisure activities: differences between children with and without physical disabilities. Research in Developmental Disabilities, 35(1), 223-233.
- Simon, C., Echeita, G., Scandoval, M., & Lopez, M., (2010). The inclusion education process of students with visual impairments in Spain: An analysis from the perspective of organizations. Journal of Visual Impairment and Blindness, 104(9), 565-570.
- Smith, D.W. & Kelley, P. (2007). A survey of assistive technology and teacher preparation programs for individuals with visual impairments. Journal of Visual Impairment & Blindness, 101(7), 429-433.
- Smith, E.C.T., Polloway, E.A., Patton, J.R., & Dowdy C.A. (2012).Teaching students with special needs in Inclusive Settings. New Jersy, Prentice Hall.
- Sözbilir, M., Zorluoğlu, S. L., & Kızılaslan, A. (2019). The effect of activities prepared for students with visual impairment on the scientific process skills: Matter and heat. Cumhuriyet International Journal of Education, 8(1), 172-192.
- Supalo, C. (2005). Techniques to enhance instructors’ teaching effectiveness with chemistry students who are blind or visually impaired. Journal of Chemistry Education, 82(10), 1513-1518.
- Ratliff, J.L. (1997). Chemistry for the visually impaired. Journal of Chemistry Education, 76(4), 710-711.
- Teke, D., & Sözbilir, M. (2019). Teaching energy in living systems to a blind student in an inclusive classroom environment. Chemistry Education Research and Practice, DOI: https://doi.org/10.1039/C9RP00002J
- Zorluoğlu, S. L., & Sözbilir, M. (2017). Learning support needs of visually impaired students. Trakya Journal of Education, 7(2), 659-682.
- Zorluoğlu, S. L., Sözbilir, M., & Kızılaslan, A. (2016). Teacher educators’ views on scientific literacy of visually impaired students. Cukurova University Faculty of Education Journal, 45(2), 209–242.
| APA | ZORLUOĞLU S, KIZILASLAN A, SÖZBİLİR M (2021). Science for Students with Visual Impairment: An Analysis of Hands-on Activity. , 51 - 68. 10.14686/buefad.627796 |
| Chicago | ZORLUOĞLU Seraceddin Levent,KIZILASLAN Aydın,SÖZBİLİR Mustafa Science for Students with Visual Impairment: An Analysis of Hands-on Activity. (2021): 51 - 68. 10.14686/buefad.627796 |
| MLA | ZORLUOĞLU Seraceddin Levent,KIZILASLAN Aydın,SÖZBİLİR Mustafa Science for Students with Visual Impairment: An Analysis of Hands-on Activity. , 2021, ss.51 - 68. 10.14686/buefad.627796 |
| AMA | ZORLUOĞLU S,KIZILASLAN A,SÖZBİLİR M Science for Students with Visual Impairment: An Analysis of Hands-on Activity. . 2021; 51 - 68. 10.14686/buefad.627796 |
| Vancouver | ZORLUOĞLU S,KIZILASLAN A,SÖZBİLİR M Science for Students with Visual Impairment: An Analysis of Hands-on Activity. . 2021; 51 - 68. 10.14686/buefad.627796 |
| IEEE | ZORLUOĞLU S,KIZILASLAN A,SÖZBİLİR M "Science for Students with Visual Impairment: An Analysis of Hands-on Activity." , ss.51 - 68, 2021. 10.14686/buefad.627796 |
| ISNAD | ZORLUOĞLU, Seraceddin Levent vd. "Science for Students with Visual Impairment: An Analysis of Hands-on Activity". (2021), 51-68. https://doi.org/10.14686/buefad.627796 |
| APA | ZORLUOĞLU S, KIZILASLAN A, SÖZBİLİR M (2021). Science for Students with Visual Impairment: An Analysis of Hands-on Activity. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 10(1), 51 - 68. 10.14686/buefad.627796 |
| Chicago | ZORLUOĞLU Seraceddin Levent,KIZILASLAN Aydın,SÖZBİLİR Mustafa Science for Students with Visual Impairment: An Analysis of Hands-on Activity. Bartın Üniversitesi Eğitim Fakültesi Dergisi 10, no.1 (2021): 51 - 68. 10.14686/buefad.627796 |
| MLA | ZORLUOĞLU Seraceddin Levent,KIZILASLAN Aydın,SÖZBİLİR Mustafa Science for Students with Visual Impairment: An Analysis of Hands-on Activity. Bartın Üniversitesi Eğitim Fakültesi Dergisi, vol.10, no.1, 2021, ss.51 - 68. 10.14686/buefad.627796 |
| AMA | ZORLUOĞLU S,KIZILASLAN A,SÖZBİLİR M Science for Students with Visual Impairment: An Analysis of Hands-on Activity. Bartın Üniversitesi Eğitim Fakültesi Dergisi. 2021; 10(1): 51 - 68. 10.14686/buefad.627796 |
| Vancouver | ZORLUOĞLU S,KIZILASLAN A,SÖZBİLİR M Science for Students with Visual Impairment: An Analysis of Hands-on Activity. Bartın Üniversitesi Eğitim Fakültesi Dergisi. 2021; 10(1): 51 - 68. 10.14686/buefad.627796 |
| IEEE | ZORLUOĞLU S,KIZILASLAN A,SÖZBİLİR M "Science for Students with Visual Impairment: An Analysis of Hands-on Activity." Bartın Üniversitesi Eğitim Fakültesi Dergisi, 10, ss.51 - 68, 2021. 10.14686/buefad.627796 |
| ISNAD | ZORLUOĞLU, Seraceddin Levent vd. "Science for Students with Visual Impairment: An Analysis of Hands-on Activity". Bartın Üniversitesi Eğitim Fakültesi Dergisi 10/1 (2021), 51-68. https://doi.org/10.14686/buefad.627796 |
