Günümüz toplumlarındaki büyük değişimler, bireylerin yaşam boyu aktif öğreniciler olmalarını gerektirmektedir. Bu gelişme, söz konusu değişimlere uyum sağlayabilmek için gerekli olan ders çalışma becerilerinin gündeme gelmesine neden olmuştur. Ders çalışma becerileri, özellikle özel gereksinimli bireylerin başarı ve bağımsızlıklarını sağlamada kritik beceriler olarak belirmiştir. Bu alanda son zamanlarda yapılan pek çok araştırmanın sonuçları arasında, öğretmenlerin özel gereksinimli öğrencilere ders çalışma becerilerinin kazandırılmasında önemli rol oynadıkları yer almaktadır. Bu makalede, öğretmenlerin özel gereksinimli öğrencilerine ders çalışma becerileri kazandırmada yararlanabilecekleri stratejiler incelenmiştir.
Abstract:This study aimed at developing the parent, teacher and student versions of The Study Skills Scale in order to assess the study skills of elementary school students. The construct validity of the three scales was tested by Principal Components Analysis. Item total correlations were also conducted, together with independent samples t-test in order to determine the meaningful difference between the top and the bottom %27 groups. The reliabilities of the scales and their subscales were analyzed using Cronbach Alpha, split half and testretest reliability estimates. The results taken together showed that all three scales had good psychometric properties and thus could be used to assess the study skills of elementary school students. A further analysis using the Pearson correlations showed consistencies among the three scales.Key Words: Study skills, elementary school students, parent, teacher, scale SUMMARY Purpose and Significance: Study skills are behaviors that are considered to play an important role in one's independence and success throughout the life span. These skills range from finishing homework to listening strategies in class, which make up a whole bunch of behaviors that can be used in various settings such as school. Study skills are recommended by many authors to be learned during the early school years, which gradually become good habits later in life. Despite such considerations, few attempts to tackle these skills for young *
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