Research Article
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Supporting Students with Hearing Loss in Terms of Using Strategy about Social Studies Courses

Year 2019, Volume: 27 Issue: 2, 885 - 895, 15.03.2019
https://doi.org/10.24106/kefdergi.2946

Abstract

Social study is a
course aimed at the development of problem solving, decision-making and
research skills. For this reason, students need to be able to use their Social
Studies course strategies in order to be able to monitor their academic
progress, understand and transfer their knowledge, and solve problems. The goal
of this research is to present the process of support given to students with
hearing loss for Social Studies courses in inclusive education environment.
Integrated holistic case study design is used in the research. Data are
collected through observations, interviews, documents, research diary and
process products. It is seen that social studies support special education
service focusing on the use of strategy helped students with hearing loss by
making contribution to reasoning and interpretation of information through
classifying, associating, making inferences and organizing events according to
timeline. 

References

  • Akay, E. (2016). Kaynaştırma ortamında eğitim alan işitme engelli öğrencilere destek özel eğitim hizmeti sunan eğitimciye yönelik mentörlük sürecinin incelenmesi. Yayımlanmamış doktora tezi. Anadolu Üniversitesi, Eskişehir.
  • Boucher, M. J. (2010). Maps: Developing critical thinking skills for deaf students in a social studies curriculum. Unpublish Master Thesis. University of California, San Diego.
  • Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience and school. Washington D.C: National Academy Press.
  • Brush, T. A., & Saye, J. W. (2002). A Summary of Research Exploring Hard and Soft Scaffolding for Teachers and Students Using a Multimedia Supported Learning Environment. The Journal of Interactive Online Learning 1(2), 1-12.
  • Buchanan, L. B. (2015). Fostering historical thinking toward civil rights movement counter-narratives: Documentary film in elementary
social studies. The Social Studies, 106, 47–56.
  • Gagné, R.M., & Driscoll, M. P (1988). Essentials of learning for instruction. 2nd ed. N.J. : Prentice Hall.
  • Girgin, U. (2013). Teacher strategies in shared reading for children with hearing impairment. Eurasian Journal of Educational Research, 53, 249-268.
  • Jones, B.F., Palincsar, A. S., Ogle, D.S., & Carr, E.G. (1987). Strategic teaching and learning: Cognitive instruction in the content areas. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Karasu, H. P. (2014). İşitme yetersizliği olan öğrencilerin yazılı ürünleri gözden geçirme ve düzeltme evresine duydukları ihtiyacın belirlenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 14(3),1089 – 1109.
  • Karasu, H. P. (2017). Examining activities concerning the use of words encountered in content area courses in writing by children with hearing loss. Journal of Education and Practice, 8 (11), 48-64.
  • Levstik, L. S., & Barton, K. C. (2001). Doing history: Investigating with children in elementary and middle schools (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates. Learning to Teach History as Interpretation.
  • Lucas, A. G., & Passe, J. (2017). Are social studies methods textbooks preparing teachers to support students with disabilities in social studies classrooms? The Journal of Social Studies Research 41 (2017), 141–153.
  • Martorella, P.H., & Beal, C. (2002). Social studies for elementary school classrooms (3trd ed.). N.J.: Upper Saddle River.
  • Milli Eğitim Bakanlığı (2016). İlkokul 4. sınıf öğretmen kılavuz kitabı. S. Cebir Burhan (Ed). Ankara: Koza Publication, Inc.
  • Miles, M.B., & Hubermann, A. M. (2014). Nitel veri analizi.(S. Akbaba ve A. Ersoy Çev. (2.basım). Ankara: Pegem Akademi.
  • National Council for the Social Studies [NCSS] (2009). National Standards for the Preparation of Social Studies Teachers.
  • Obenchain, K. M., & Morris, R. V. (2011). 50 social studies strategies for K-8 classrooms, 3rd ed. Boston: Pearson.
  • Sievers, A. (2005). The social studies classroom: Attitudes and perspective from the deaf and hard of hearing students through literature. Unpublished master thesis. Rochester Institute of Technology: New York.
  • Watson, G., & Glaser, E. M. (2012). Watson Glaser Critical Thinking Appraisal. London: Pearson Education Limited.
  • Woolsey, M. L. Herring, T. J., & Satterfield, S. T. (2009). Social studies instruction in signing programs for deaf and hard of hearing students: An ecobehavioral assessment. American Annals of the Deaf, 154 (4), 400-412.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8. baskı). Ankara: Seçkin Yayıncılık.
  • Yin, R. (2012). Applications of case study research (3rd ed.). Los Angeles: Sage Publications.
  • Yurdakul, B. (2015). Yapılandırmacılık. Ö. Demirel (Ed.) Eğitimde yeni yönelimler (s.39-61). Ankara: Pegem Akademi.
  • Zarrillo, J. J. (2012). Teaching Elementary Social Studies: Principles and Applications (4th Ed). Upper Saddle River, NJ: Pearson.

İşitme Kayıplı Öğrencilerin Sosyal Bilgiler Dersine Yönelik Strateji Kullanımının Desteklenmesi

Year 2019, Volume: 27 Issue: 2, 885 - 895, 15.03.2019
https://doi.org/10.24106/kefdergi.2946

Abstract

Sosyal Bilgiler; problem
çözme, karar verme ve araştırma becerilerinin gelişimini amaçlayan bir derstir.
Bu nedenle öğrencilerin akademik
gelişimlerini izleyebilmeleri, bilgiyi kavrayıp transfer edebilmeleri ve
problemlere çözüm üretebilmeleri için Sosyal Bilgiler dersi stratejilerini
kullanabilmeleri gerekmektedir. Bu araştırmanın amacı, kaynaştırma ortamındaki
işitme kayıplı öğrencilerin Sosyal Bilgiler dersi stratejilerinin nasıl
desteklendiğini ortaya koymaktır. Araştırmada bütüncül tek durum deseni
kullanılmıştır. Veriler gözlemler, görüşmeler, belgeler, araştırma günlüğü ve
süreç ürünleri ile toplanmıştır. Strateji kullanımına odaklanılarak
gerçekleştirilen sosyal bilgiler destek özel eğitim hizmetinin, kaynaştırma
ortamındaki işitme kayıplı öğrencilere bilgiyi sınıflandırarak,
ilişkilendirerek, çıkarımlarda bulunarak ve olayların oluş zamanına göre
sıralayarak anlamlandırmalarında katkı sağladığı görülmüştür. 

References

  • Akay, E. (2016). Kaynaştırma ortamında eğitim alan işitme engelli öğrencilere destek özel eğitim hizmeti sunan eğitimciye yönelik mentörlük sürecinin incelenmesi. Yayımlanmamış doktora tezi. Anadolu Üniversitesi, Eskişehir.
  • Boucher, M. J. (2010). Maps: Developing critical thinking skills for deaf students in a social studies curriculum. Unpublish Master Thesis. University of California, San Diego.
  • Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience and school. Washington D.C: National Academy Press.
  • Brush, T. A., & Saye, J. W. (2002). A Summary of Research Exploring Hard and Soft Scaffolding for Teachers and Students Using a Multimedia Supported Learning Environment. The Journal of Interactive Online Learning 1(2), 1-12.
  • Buchanan, L. B. (2015). Fostering historical thinking toward civil rights movement counter-narratives: Documentary film in elementary
social studies. The Social Studies, 106, 47–56.
  • Gagné, R.M., & Driscoll, M. P (1988). Essentials of learning for instruction. 2nd ed. N.J. : Prentice Hall.
  • Girgin, U. (2013). Teacher strategies in shared reading for children with hearing impairment. Eurasian Journal of Educational Research, 53, 249-268.
  • Jones, B.F., Palincsar, A. S., Ogle, D.S., & Carr, E.G. (1987). Strategic teaching and learning: Cognitive instruction in the content areas. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Karasu, H. P. (2014). İşitme yetersizliği olan öğrencilerin yazılı ürünleri gözden geçirme ve düzeltme evresine duydukları ihtiyacın belirlenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 14(3),1089 – 1109.
  • Karasu, H. P. (2017). Examining activities concerning the use of words encountered in content area courses in writing by children with hearing loss. Journal of Education and Practice, 8 (11), 48-64.
  • Levstik, L. S., & Barton, K. C. (2001). Doing history: Investigating with children in elementary and middle schools (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates. Learning to Teach History as Interpretation.
  • Lucas, A. G., & Passe, J. (2017). Are social studies methods textbooks preparing teachers to support students with disabilities in social studies classrooms? The Journal of Social Studies Research 41 (2017), 141–153.
  • Martorella, P.H., & Beal, C. (2002). Social studies for elementary school classrooms (3trd ed.). N.J.: Upper Saddle River.
  • Milli Eğitim Bakanlığı (2016). İlkokul 4. sınıf öğretmen kılavuz kitabı. S. Cebir Burhan (Ed). Ankara: Koza Publication, Inc.
  • Miles, M.B., & Hubermann, A. M. (2014). Nitel veri analizi.(S. Akbaba ve A. Ersoy Çev. (2.basım). Ankara: Pegem Akademi.
  • National Council for the Social Studies [NCSS] (2009). National Standards for the Preparation of Social Studies Teachers.
  • Obenchain, K. M., & Morris, R. V. (2011). 50 social studies strategies for K-8 classrooms, 3rd ed. Boston: Pearson.
  • Sievers, A. (2005). The social studies classroom: Attitudes and perspective from the deaf and hard of hearing students through literature. Unpublished master thesis. Rochester Institute of Technology: New York.
  • Watson, G., & Glaser, E. M. (2012). Watson Glaser Critical Thinking Appraisal. London: Pearson Education Limited.
  • Woolsey, M. L. Herring, T. J., & Satterfield, S. T. (2009). Social studies instruction in signing programs for deaf and hard of hearing students: An ecobehavioral assessment. American Annals of the Deaf, 154 (4), 400-412.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8. baskı). Ankara: Seçkin Yayıncılık.
  • Yin, R. (2012). Applications of case study research (3rd ed.). Los Angeles: Sage Publications.
  • Yurdakul, B. (2015). Yapılandırmacılık. Ö. Demirel (Ed.) Eğitimde yeni yönelimler (s.39-61). Ankara: Pegem Akademi.
  • Zarrillo, J. J. (2012). Teaching Elementary Social Studies: Principles and Applications (4th Ed). Upper Saddle River, NJ: Pearson.
There are 24 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Review Article
Authors

Elif Akay 0000-0002-7349-6217

Publication Date March 15, 2019
Acceptance Date August 18, 2018
Published in Issue Year 2019 Volume: 27 Issue: 2

Cite

APA Akay, E. (2019). İşitme Kayıplı Öğrencilerin Sosyal Bilgiler Dersine Yönelik Strateji Kullanımının Desteklenmesi. Kastamonu Education Journal, 27(2), 885-895. https://doi.org/10.24106/kefdergi.2946

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