6. Sınıf Görme Engelli Öğrencilere Solunum Sistemi Kavramlarının Öğretimi

Abstract

This study aims to design a teaching model that can provide effective teaching of the concepts of "Respiratory System" in the 6th-grade science course to visually impaired students and to examine the usefulness of this model and its effect on concept learning. The study, in which the Design-Based Research model was adopted, and the ADDIE model was used as an instructional design model, was completed in three main stages. In the first stage, the individual learning needs of visually impaired students for science learning and their level of learning about the concepts of "Respiratory System" were determined. In the second stage, instructional materials and activities that can meet the determined needs of visually impaired students and can ensure effective learning of concepts were designed/implemented. In the third stage, the effectiveness of the instructional design implemented and its contributions to concept learning were evaluated. In the study, there were two different study groups, consisting of 15 visually impaired students in 6th grade, during the needs analysis and implementation stages. The data were collected through semi-structured observation and interview forms. Also, it was used the Gazi Functional Vision Assessment Instrument and teacher's guidebook expert opinion form. The qualitative data obtained were analyzed by descriptive analysis method. As a result of the implementation, it was seen that the instructional design developed according to the needs of the students contributed to the visually impaired students to learn the concepts of the "Respiratory System" effectively and to reach the related acquirements. It was revealed that conceptual learning develops significantly in students if teaching materials and activities suitable for the needs are designed/used despite visual impairment.

Teaching Experiences of Science Teachers Working in Schools for the Visually Impaired

“…Thus they are deprived of the idea of adapting content for students with visual impairment (Fraser & Maguvhe, 2008). Therefore, although they may be hesitant about their science lessons with students with visual impairment, they may prefer to teach the lessons verbally (Yazici, 2017). In the research conducted by Islek (2017), it was determined that the in-field teachers working in schools for the visually impaired were assigned without any special training, they found themselves inadequate in the education of students with visual impairment, and there were significant problems in academic lessons.…”

“…Islek (2017) states that the infield teachers working in the school for the visually impaired are assigned without any special training; they consider themselves inadequate in the education of students with visual impairment and that there are fundamental problems in academic lessons. According to Yazici (2017), science teachers are hesitant about science lessons with students with visual impairment and generally prefer verbal expression. Based on this, we can state that science teachers working with students with visual impairment should be supported to teach effectively.…”