Facilitating Conceptual Growth of the Mainstreamed Students with Learning Disabilities via a Science Experimental Guidebook: a Case of Physical Events

Nas, Sibel Er; Akbulut, Hava İpek; Çalık, Muammer; Emir, Merve İrem

doi:10.1007/s10763-020-10140-3

Cited by 9 publications

(7 citation statements)

References 39 publications

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“…Also, they watched the QR-coded videos to repeat and support their gained knowledge. Such a process may have triggered their communication skills and learning performance (Er-Nas et al, 2022;Mastropieri et al, 1999).…”

Section: Discussionmentioning

confidence: 99%

Improving Science Process Skills of Students With Mild Intellectual Disabilities

Çoruhlu¹,

Çalık²,

Nas³

et al. 2023

JBSE

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Relevant literature has an unexplored question on how prediction-observation-explanation (POE) worksheets affect science process skills of students with mild intellectual disabilities (SMID). Therefore, this research aimed to examine the effect of POE worksheets developed for the “matter and its nature” subject on SMID’s science process skills. Through pre-experimental research design, 12 fifth grade SMID participated in the research. To collect data, the researchers used science process skills development forms and rubrics to score their observations. During the teaching intervention, SMID implemented three POE worksheets, which included buzz 22 technique in the ‘prediction’ stage, hands-on experiments and QR codes in the ‘observation’ stage and snowball, learning gallery or card showing techniques in the ‘evaluation’ stage. The results indicated that the POE worksheets are effective at developing SMID’s science process skills of the "matter and its nature" subject. This research recommends that future comparative research should unveil how the POE worksheets with/without active learning techniques impact the SMID’s SPS. Keywords: mild intellectual disabilities, science education, science process skills

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Section: Discussionmentioning

confidence: 99%

Improving Science Process Skills of Students With Mild Intellectual Disabilities

Çoruhlu¹,

Çalık²,

Nas³

et al. 2023

JBSE

Self Cite

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“…For this reason, it purposes to result in better learning outcomes, e.g., achievement and conceptual understanding (Bag ˘and Çalık, 2022;Er Nas et al, 2022;Tu ¨rkoguz and Ercan, 2022).…”

Section: Enriched Learning Environment With Different Methodsmentioning

confidence: 99%

Effectiveness of particulate nature of matter (PNM)-based intervention studies in improving academic performance: a meta-analysis study

Çalık

Ültay

Bağ

et al. 2023

Chem. Educ. Res. Pract.

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Through a meta-analysis, this study examines how effective particulate nature of matter (PNM)-based intervention studies are at improving academic performance. Well-known databases (e.g., ERIC, Springer Link, Taylor & Francis, and ScienceDirect) were used to look for the PNM-based intervention studies via specific keyword patterns. Also, a manual search of related journals and dissertations was conducted to find any missing papers. Subsequently, this meta-analysis included 66 papers (44 dissertations, 21 articles, and one proceeding) published from 1992 to 2022. All statistical data from the papers were initially inserted into an Excel sheet and then imported into comprehensive meta-analysis (CMA) statistics software to calculate Hedges’ g values. The findings indicated that the overall effect-size for the random-effects model was 0.90, which means that the PNM-based intervention studies have a large effect for academic performance. Furthermore, it was revealed that moderator variables, namely educational level and type of intervention, positively affected participants’ PNM-based academic performance (p < 0.05). In light of the findings, it can be concluded that the PNM-based intervention studies are effective at improving the participants’ academic performance. Moreover, given the findings regarding educational level, it can be deduced that K–8 students are able to learn the fundamental features or dimensions of the PNM. Since the meta-analysis includes few extreme values, further research should be undertaken to test the effectiveness of the intervention types on academic performance. Furthermore, the current study excluded a notable number of papers because they lacked sufficient data; therefore, science researchers should take care to include sufficient data or effect-size value for their papers to facilitate dissemination, generalization and comparison of their results.

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“…Type of intervention Descriptions styles and pose students' capacities of learning. For this reason, it purposes to result in better learning outcomes, e.g., achievement and conceptual understanding (Bag ˘and Çalık, 2022;Er Nas et al, 2022;Tu ¨rkoguz and Ercan, 2022).…”

Section: Table (Continued)mentioning

confidence: 99%

A meta-analysis of effectiveness of chemical bonding-based intervention studies in improving academic performance

Çalik,

Ültay,

Bağ

et al. 2024

Chem. Educ. Res. Pract.

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The purpose of this study is to meta-analytically evaluate research that used chemical bonding-based interventions to improve academic performance. Through meta-analysis, the present study used several keyword patterns (e.g., chemical bonding, experimental, chemistry education, science education) via relevant databases (e.g., ERIC, Springer Link, Taylor & Francis, Wiley Online Library Full Collection, and Scopus) to find chemical bonding-intervention studies. Thus, it included 50 chemical bonding-based intervention papers (15 dissertations, 32 articles, and 3 proceedings). The current meta-analysis found that the overall effect-size of chemical bonding-based intervention studies was 1.007, which shows a large effect. Findings regarding moderator analysis displayed non-significant differences between educational levels and a statistically significant difference between the intervention types. This meta-analysis reveals that the chemical bonding-based intervention studies are effective at improving the participants’ academic performance in terms of chemical bonding. Further, it denotes that when the abstract nature of chemical bonding is overlapped with the features of the intervention type, the interventions (e.g., cooperative learning and enriched learning environment with different methods) result in better academic performance. Since this study, like all meta-analyses, points out consistent and inconsistent findings among published research, further meta-analysis studies should be undertaken to resolve any contradictory findings.

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Facilitating Conceptual Growth of the Mainstreamed Students with Learning Disabilities via a Science Experimental Guidebook: a Case of Physical Events

Cited by 9 publications

References 39 publications

Improving Science Process Skills of Students With Mild Intellectual Disabilities

Improving Science Process Skills of Students With Mild Intellectual Disabilities

Effectiveness of particulate nature of matter (PNM)-based intervention studies in improving academic performance: a meta-analysis study

A meta-analysis of effectiveness of chemical bonding-based intervention studies in improving academic performance

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