Designing a Bulb to Teach Electric Circuits to Visually Impaired Students

Abstract

The aim of this study was to provide an effective teaching of the transformation of electrical energy into light energy to eighth-grade middle school students with visual impairment. The needs of these students were identified prior to designing the material. Their general and special needs were also taken into account. A case study approach was utilized as the research design. Participants of the study consisted of seven visually impaired students.

An investigation of the attitudes of visually impaired middle school students toward the environment

“…However, despite the large body of literature on environmental education, little is known regarding the attitudes of visually impaired students. In this regard, although there are studies on teaching science to students with visual impairment (e.g., Kizilaslan et al, 2021;McCarthy & Shevlin, 2017;Okcu & Sozbilir, 2019;Rosenblum et al, 2019;Yazıcı & Sözbilir, 2020), studies focused specifically on environmental education of students with visual impairment are quite limited (Maji, 2014;Ürey & Güler, 2018). The study by Ürey and Güler (2018), for instance, investigated the perceptions of visually impaired middle school students regarding environmental issues.…”

Science education for blind and visually impaired children

“…A more recent case study in the field of physics education for visually impaired students in primary schools, reports on the adaptation of educational tools in dealing with the conversion of electricity into light. Prior to adapting the teaching, the general and special needs of seven visually impaired students were identified, and on this basis the adapted didactic tools were developed to help all students enrolled in science teaching to understand the selected physics content (Okcu, Sozbilir, 2019). Azevedo et al (2014) described adapted physical experiments in the field of optics in which teachers use a laser to explain the phenomenon of refraction and reflection of light to blind students.…”

Analysis of Science Activities Developed for Students with Visually Impaired: Matter and Heat

“…Görme yetersizliği olan birey görsel bir imgeyi tamamen kavrayamazken normal gören bireyler de doğuştan görme yetersizliği olan bir insanın yarattığı haptik bir imgeyi anlamada güçlük çekerler (Zatta ve Pullin, 2004). Görme yetersizliği olan bireyler kendi dünyasını düzenleme ve anlayabilme için mutlaka haptik duyumunu kullanmalıdır ve bunun için (Bishop ve Barraga, 2004;Cox ve Dykes, 2001;Bülbül ve Eryılmaz, 2012;Nepomuceno vd., 2016;Okcu ve Sözbilir, 2019;Özyürek, 1998;Smith ve Kelley, 2007)…”