Investigation of Science Teachers’ Course Processes and Recommendations for Conceptual Understanding of Students with Learning Disabilities

Tufan İnaltekin; Arzu Kirman Bilgin; Şenay Özen Altınkaynak; Devrim Erginsoy Osmanoğlu; Selma Erdağı

doi:10.30703/cije.1658023

TR EN

Fen Bilimleri Öğretmenlerinin Öğrenme Güçlüğü Olan Öğrencilerin Kavramsal Anlamalarına Yönelik Yürüttükleri Ders Süreçlerinin ve Önerilerinin İncelenmesi

Öz

Bu araştırma, “Öğrenme Güçlüğü Olan Öğrencilerin (ÖGOÖ) bulunduğu sınıflarda fen bilimleri öğretmenlerinin bitkilerde ve hayvanlarda üreme, büyüme ve gelişme konusu kapsamında kavram öğretimine yönelik yürüttükleri ders süreçleri nasıldır?” ve “Fen bilimleri öğretmenlerinin ÖGOÖ’ nün yer aldığı sınıflarda bitkiler ve hayvanlarda üreme, büyüme ve gelişme konusu kapsamında kavram öğretimine yönelik etkinlik önerileri nelerdir?” şeklindeki iki araştırma sorusuna odaklanmaktadır. Bu kapsamda araştırmada çoklu durumların ortaya çıkarılması hedeflenmektedir. Bu nedenle araştırma sürecinde durum çalışması temel alınmıştır. Çalışmaya, yedinci sınıf ÖGOÖ’nün fen bilimleri dersini yürüten on beş fen bilimleri öğretmeni katılmıştır. İlk araştırma sorusu kapsamında sınıf içi gözlemler ve bireysel görüşmelerden, ikinci araştırma sorusu kapsamında ise odak grup görüşmeleri yoluyla veriler elde edilmiştir. Gözlemler, bireysel görüşmelere katılan iki fen bilimleri öğretmeninin katılımıyla ilgili konu kapsamında 12 ders saati boyunca yürütülmüştür. Bireysel ve odak grup görüşmeleri fen bilimleri öğretmenleriyle yüz yüze gerçekleştirilmiştir. Gözlem ve görüşmeler, Kars ve çevresi bağlamında; hayvanlar başlığı altında “kaz, arı ve inek”, bitkiler başlığı altında ise “kavılca buğdayı ve sera ürünleri” konularını kapsayacak şekilde gerçekleştirilmiştir. Elde edilen veriler, betimsel ve içerik analizine tabi tutulmuştur. Araştırma sonucunda, fen bilimleri öğretmenlerinin ÖGOÖ için destek eğitim odasını kullanmadıkları; bunun yerine genellikle ders anlatımı ve proje tabanlı öğretim yöntemlerini tercih ettikleri, ayrıca verdikleri proje ödevlerini değerlendirmedikleri belirlenmiştir. Fen bilimleri öğretmenleri, ÖGOÖ’nün ilgili konulardaki kavramsal anlamalarını geliştirmek amacıyla; gezi-gözlem, yaparak-yaşayarak öğrenme, çizim yapma ve sık tekrar yapmayı içeren etkinlikleri önermektedir.

Anahtar Kelimeler

Investigation of Science Teachers’ Course Processes and Recommendations for Conceptual Understanding of Students with Learning Disabilities

Öz

This research focuses on two main questions: (1) What are the lesson processes implemented by science teachers in classes with students with learning disabilities (SLD) regarding concept teaching within the scope of reproduction, growth, and development in plants and animals? and (2) What are the activity suggestions of science teachers regarding concept teaching within the scope of the subject of reproduction, growth, and development in plants and animals in classes with SLDs? Accordingly, the study aims to explore multiple cases. Therefore, a case study design was adopted. The participants consisted of 15 science teachers who teach seventh-grade SLDs. Data were collected through classroom observations and individual interviews for the first research question, and through focus group interviews for the second. Observations were carried out over 12 lesson hours within the scope of the relevant subject by two science teachers who also participated in the individual interviews. Individual and focus group interviews were conducted face-to-face. The context of the observations and interviews was framed by local examples in Kars and its surroundings: geese, bees, and cows under the animal category, and kavılca wheat and greenhouse products under the plant category. The data were analyzed using descriptive and content analysis methods. The findings revealed that science teachers did not utilize the support education room for SLDs. Instead, they predominantly relied on lecture-based and project-based teaching methods, but generally did not evaluate the project assignments they provided. The teachers recommended activities such as field trips, observation, learning by doing and experiencing, drawing, and frequent repetition to enhance the conceptual understanding of SLDs within the relevant subject matter.

Anahtar Kelimeler

Destekleyen Kurum

Bu makale, 221K148 nolu TÜBİTAK 1001 projesinden üretilmiştir

Proje Numarası

Bu makale, 221K148 nolu TÜBİTAK 1001 projesinden üretilmiştir

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Fen Bilgisi Eğitimi

Bölüm

Araştırma Makalesi

Yazarlar

Tufan İnaltekin ^*
0000-0002-3843-7393
Türkiye

Arzu Kirman Bilgin
0000-0002-5588-7353
Türkiye

Şenay Özen Altınkaynak
0000-0002-6614-4168
Türkiye

Devrim Erginsoy Osmanoğlu
0000-0003-4698-7499
Türkiye

Selma Erdağı
0000-0003-0235-2678
Türkiye

Erken Görünüm Tarihi

25 Kasım 2025

Yayımlanma Tarihi

22 Aralık 2025

Gönderilme Tarihi

14 Mart 2025

Kabul Tarihi

1 Ağustos 2025

Yayımlandığı Sayı

Yıl 2025 Cilt: 14 Sayı: 4

DOI

https://doi.org/10.30703/cije.1658023

IZ

https://izlik.org/JA97DM73SJ

Kaynak Göster

RIS / Bibtex

APA

İnaltekin, T., Kirman Bilgin, A., Özen Altınkaynak, Ş., Erginsoy Osmanoğlu, D., & Erdağı, S. (2025). Investigation of Science Teachers’ Course Processes and Recommendations for Conceptual Understanding of Students with Learning Disabilities. Cumhuriyet Uluslararası Eğitim Dergisi, 14(4), 849-865. https://doi.org/10.30703/cije.1658023

AMA

1.İnaltekin T, Kirman Bilgin A, Özen Altınkaynak Ş, Erginsoy Osmanoğlu D, Erdağı S. Investigation of Science Teachers’ Course Processes and Recommendations for Conceptual Understanding of Students with Learning Disabilities. CUE. 2025;14(4):849-865. doi:10.30703/cije.1658023

Chicago

İnaltekin, Tufan, Arzu Kirman Bilgin, Şenay Özen Altınkaynak, Devrim Erginsoy Osmanoğlu, ve Selma Erdağı. 2025. “Investigation of Science Teachers’ Course Processes and Recommendations for Conceptual Understanding of Students with Learning Disabilities”. Cumhuriyet Uluslararası Eğitim Dergisi 14 (4): 849-65. https://doi.org/10.30703/cije.1658023.

EndNote

İnaltekin T, Kirman Bilgin A, Özen Altınkaynak Ş, Erginsoy Osmanoğlu D, Erdağı S (01 Aralık 2025) Investigation of Science Teachers’ Course Processes and Recommendations for Conceptual Understanding of Students with Learning Disabilities. Cumhuriyet Uluslararası Eğitim Dergisi 14 4 849–865.

IEEE

[1]T. İnaltekin, A. Kirman Bilgin, Ş. Özen Altınkaynak, D. Erginsoy Osmanoğlu, ve S. Erdağı, “Investigation of Science Teachers’ Course Processes and Recommendations for Conceptual Understanding of Students with Learning Disabilities”, CUE, c. 14, sy 4, ss. 849–865, Ara. 2025, doi: 10.30703/cije.1658023.

ISNAD

İnaltekin, Tufan - Kirman Bilgin, Arzu - Özen Altınkaynak, Şenay - Erginsoy Osmanoğlu, Devrim - Erdağı, Selma. “Investigation of Science Teachers’ Course Processes and Recommendations for Conceptual Understanding of Students with Learning Disabilities”. Cumhuriyet Uluslararası Eğitim Dergisi 14/4 (01 Aralık 2025): 849-865. https://doi.org/10.30703/cije.1658023.

JAMA

1.İnaltekin T, Kirman Bilgin A, Özen Altınkaynak Ş, Erginsoy Osmanoğlu D, Erdağı S. Investigation of Science Teachers’ Course Processes and Recommendations for Conceptual Understanding of Students with Learning Disabilities. CUE. 2025;14:849–865.

MLA

İnaltekin, Tufan, vd. “Investigation of Science Teachers’ Course Processes and Recommendations for Conceptual Understanding of Students with Learning Disabilities”. Cumhuriyet Uluslararası Eğitim Dergisi, c. 14, sy 4, Aralık 2025, ss. 849-65, doi:10.30703/cije.1658023.

Vancouver

1.Tufan İnaltekin, Arzu Kirman Bilgin, Şenay Özen Altınkaynak, Devrim Erginsoy Osmanoğlu, Selma Erdağı. Investigation of Science Teachers’ Course Processes and Recommendations for Conceptual Understanding of Students with Learning Disabilities. CUE. 01 Aralık 2025;14(4):849-65. doi:10.30703/cije.1658023