Improve learning with hands-on classroom activities: science instruction for students with visual impairments

Kizilaslan, Aydın; Zorluoğlu, Seraceddin Levent; Sözbilir, Mustafa

doi:10.1080/08856257.2020.1732110

Cited by 19 publications

(15 citation statements)

References 40 publications

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“…Weisberger (1995) states that very structured inquiry and cooperative learning for children with visual impairment is the most effective method in science teaching. Students with low academic success learn in a collaborative environment better than their gifted peers (Kapperman, Heinze & Sticken, 2010;Kizilaslan, Zorluoglu & Sozbilir, 2020). In an inclusive class, collaborative learning among students with different learning abilities and learning needs has proved to be effective in promoting academic achievement, promoting positive attitudes towards the subject and improving social interaction between students (Heward, 2006;Zorluoglu, Sözbilir & Kızılaslan, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Students with disabilities face many difficulties in learning science subjects and concepts due to the disadvantages arising from disability (Isaacson, Supalo, Michaels & Roth, 2016). The abstract nature of the concepts in science lessons can prevent students' active participation in science activities (Kizilaslan, Zorluoglu & Sozbilir, 2020). Since these students feel insecure, they think that they will not be successful in science activities and will not be able to comprehend science subjects (Nepomuceno, Decker, Shaw, Boyes, Tantillo & Wedler, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Science for Students with Visual Impairment: An Analysis of Hands-on Activity

Zorluoğlu¹,

Kizilaslan²,

Sözbilir³

2021

BUEFAD

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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.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Science for Students with Visual Impairment: An Analysis of Hands-on Activity

Zorluoğlu¹,

Kizilaslan²,

Sözbilir³

2021

BUEFAD

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“…Bloom's taxonomy has been widely accepted in the educational community indicating the depth of understanding from the knowledge, applications, analysis, synthesis, and evaluation process [34]. To acquire the depth of understanding, educators are motivated to use different teaching techniques; hands-on experiences significantly promote learning at all levels of science education when appropriately designed and guided by qualified educators [35]. Practical laboratory experiences are fundamental to the learning process in all areas of study.…”

Section: Methodology Process For Developing the Ar-electronics Appmentioning

confidence: 99%

On the Use of Augmented Reality to Reinforce the Learning of Power Electronics for Beginners

et al. 2022

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This study aims to develop and evaluate an Augmented Reality (AR) application to teach power electronics to beginners. For this purpose, two topics were presented: The first was the design of a series-connected Resistance–Inductor–Capacitor (RLC) circuit in AR, the space-state equations of which were analyzed in an interactive way, and its assembly in a virtual protoboard to analyze the voltage and currents as measured by an oscilloscope. The second presented topic in AR was about Bidirectional Direct Current (DC)–DC converters, known as Buck–Boost; the aim was to study their behavior when energy is exchanged between two systems, usually photovoltaic panels, electric vehicles, and storage systems. The attitudes of the students towards the AR application was significantly better than those towards traditional teaching. The measurements of the developed skills indicated better cognitive performance when using AR technology. The designed AR tool was used in an industry course to explore the students’ opinions, who provided valuable feedback.

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“…Even though the learning activity is conducted by online learning, students never lose their motivation to conduct their activity at home, so that when the meeting has begun, the discussion session was full of questions. The right procedure and good quality of experimental work by hands-on activity can promote the engagement, curiosity, and interest of students and develop a range of their skills especially higher-order thinking skills, science knowledge, and conceptual understanding (Kizilaslan et al, 2020). Those activities are divided and well distributed to each person, whether they are not conducting it together unless they share the concept as a group.…”

Section: Development Stem Based E-modulementioning

confidence: 99%