Ortaokul Öğrenci̇leri̇ni̇n Bi̇li̇msel Süreç Beceri̇leri̇ Üzeri̇ne React Strateji̇si̇ni̇n Etki̇si̇

TATLI, Ayşegül; Bilir, Volkan

doi:10.33418/ataunikkefd.824326

Cited by 2 publications

(5 citation statements)

References 7 publications

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“…This situation is compatible with the view that students with intellectual disabilities learn concrete subjects more easily than abstract subjects (Çapraz, 2020). At the same time, it supports the fact that the observation and classification skills are mutually influenced, and the individual who can classify can make better observations (Atik, 2019).…”

Section: Conclusion and Discussionsupporting

confidence: 56%

“…One of the reasons why the inquiry teaching approach does not affect the inference skills of students with intellectual disability positively is that the development of inference skills depends on the development of other scientific process skills, that is, as the skills of observation, classification, measurement and scientific communication develop, the inference skills improve afterwards. It is supported by the view that inference skill is affected by basic scientific process skills such as observation and measurement and requires higher level thinking processes (Atik, 2019).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…sınıflama, ölçme ve bilimsel iletişim becerileri geliştikçe çıkarım yapma becerilerinin de gelişmesidir. Çıkarım becerisinin diğer temel bilimsel süreç becerilerinden etkilendiği ve daha üst düzey düşünme süreçleri gerektirdiği görüşü ile desteklenmektedir (Atik, 2019).…”

Section: Statement Of Contribution Rateunclassified

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The effect of inquiry teaching approach on scientific process skills of students with intellectual disabilities

Bayrak,

Karaçam,

Özak

2024

Kocaeli Üniversitesi Eğitim Dergisi

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In this study, the effect of the inquiry teaching approach on the scientific process skills of students with intellectual disabilities was examined. The study was completed in the 2019-2020 academic year. In this study, multiple case study design from qualitative research methods was used. The study group consisted of nine middle school students with intellectual disabilities attending a special education class. The study process consisted of pre-tests, implementation of activities, post-tests and generalization practices. In order to collect the data of the study, the scientific process skills inventory developed by Özkan (2015), observation and field notes, and the activity observation form developed by the researcher were used. Data analysis includes the process of analyzing and integrating the data obtained from the pre-test, post-test and observations made during the process of the scientific process skills of students affected by intellectual disability. The pre-test-post-test application of the scientific process skills inventory and all of the activities were videotaped and then observed. During the analysis process, performance differences exhibited by students before, during, and after the implementation of activities were evaluated based on transcriptions of video recordings, and necessary notes were taken. Initially, comparisons were made between students' performance behaviors in pre-test and post-test assessments. Subsequently, the development of students' scientific process skills during the implementation of activities was examined through observations, field notes, student work, and video recordings of the activities. Throughout this coding process, particular attention was given to students' performance behaviors in relevant sections of the activities.Video recordings were transcribed and necessary notes were taken. As a result of the research, it was found that the inquiry teaching approach was effective in the development of observation, estimation and scientific communication skills of students with intellectual disabilities except inference skills. In addition, it was observed that students with intellectual disabilities were able to generalize the science process skills they acquired to different subject areas. As a result, it was seen that the inquiry teaching approach was effective in developing the science process skills of students with intellectual disabilities.

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Section: Conclusion and Discussionsupporting

confidence: 56%

Section: Conclusion and Discussionmentioning

confidence: 99%

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The effect of inquiry teaching approach on scientific process skills of students with intellectual disabilities

Bayrak,

Karaçam,

Özak

2024

Kocaeli Üniversitesi Eğitim Dergisi

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“…It is therefore important to consider the overall result as well as results in individual sub-dimensions if one aims to obtain an in-depth cognisance of the researched construct. Atik (2019) and Bal (2018) acquired similar findings in their research in which they examined the impact of STEM applications on preschool children's SPS. In their study, which examined the impact of STEM applications on preschool children's problemsolving skills, Akcay (2019) found a significant difference in favour of the experimental group.…”

Section: Discussionmentioning

confidence: 74%

“…Na primjer, dijete može imati nedovoljno razvijene vještine mjerenja, a visok ukupan rezultat vještina znanstvenoga mišljenja. Atik (2019) i Bal (2018) došli su do sličnih rezultata u svojem istraživanju u kojem su ispitivali utjecaj STEM aplikacija na vještine znanstvenoga mišljenja predškolske djece. Nadalje, u svojem istraživanju utjecaja STEM aplikacija na vještine rješavanja problema predškolske djece Akcay (2019) je otkrio značajnu razliku u korist eksperimentalne skupine.…”

Section: Rasprava I Zaključakunclassified

Effects of the STEM Education Program on Preschool Children’s Science Process Skills/Utjecaj STEM obrazovnoga programa na vještine znanstvenoga mišljenja predškolske djece

Ocal,

Tuğluk

2023

Croatian Journal of Education

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For more than a decade, STEM educational approaches have attracted the attention of educators. The aim of this study was to examine the effects of the Early STEM Education Program (ESTEMEP) on children’s science process skills. The study utilized the semi-experimental research design and it was conducted with 26 six-year-old children in Istanbul during the 2017-2018 academic year. The “Preschool Science Process Skills Scale for 60-72 Month Old Children” was used in the study as a data collection tool. Before starting the education process, pretests were conducted with the experimental and control group. Secondly, the ESTEMEP was applied to the experimental group twice a week for 10 weeks, after which both groups were given a posttest. The covariance analysis test and Mann-Whitney U test were used for analyses, and the results show that, although the groups shared similar scores in the pretests, there was a significant difference in favor of the experimental group in the posttest scores. This finding shows that the ESTEMEP program is effective in the acquisition of science process skills (SPS).Key words: 21st century skills; pre-school education; science process skills; STEM.---SažetakPristupi STEM obrazovanja već više od desetljeća privlače pažnju edukatora. Cilj je ovoga istraživanja ispitati utjecaj programa ranoga STEM obrazovanja (PRSTEMO) na vještine znanstvenoga razmišljanja djece. Istraživanje je imalo polueksperimentalni dizajn i obuhvatilo je 26 djece u dobi od šest godina. Provedeno je u Istambulu tijekom 2017./2018. školske godine. Kao mjerni instrument u istraživanju je korištena Skala vještina znanstvenoga razmišljanja predškolske djece u dobi od 60 do 72 mjeseca. Prije početka obrazovnoga procesa s kontrolnom i eksperimentalnom grupom proveden je predtest. Uslijedila je primjena PRSTEMO-a u eksperimentalnoj skupini dva puta tjedno u periodu od 10 tjedana. Nakon toga su obje skupine rješavala posttest. Za analizu podataka korišteni su Mann Whitney U test i analiza kovarijance. Rezultati pokazuju da su grupe imale slične rezultate u predtestu i značajnu razliku u korist eksperimentalne skupine u posttestu što znači da je rani STEM obrazovni program učinkovit u stjecanju vještina znanstvenoga mišljenja (VZM) predškolske djece.Ključne riječi: predškolsko obrazovanje; STEM; vještine 21. stoljeća; vještine znanstvenoga mišljenja

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Ortaokul Öğrenci̇leri̇ni̇n Bi̇li̇msel Süreç Beceri̇leri̇ Üzeri̇ne React Strateji̇si̇ni̇n Etki̇si̇

Cited by 2 publications

References 7 publications

The effect of inquiry teaching approach on scientific process skills of students with intellectual disabilities

The effect of inquiry teaching approach on scientific process skills of students with intellectual disabilities

Effects of the STEM Education Program on Preschool Children’s Science Process Skills/Utjecaj STEM obrazovnoga programa na vještine znanstvenoga mišljenja predškolske djece

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