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

Yıl 2025, Cilt: 14 Sayı: 4, 849 - 865

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

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

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

Fen bilimleri fen bilimleri öğretmeni öğrenme güçlüğü olan öğenciler kavramsal anlama ders süreçleri

Proje Numarası

Bu makale, 221K148 nolu TÜBİTAK 1001 projesinden üretilmiştir

Kaynakça

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

Yıl 2025, Cilt: 14 Sayı: 4, 849 - 865

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

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

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

Science science teacher students with learning disabilities conceptual understanding course processes

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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  • Griffin, C. C., Simmons, D. C., & Kameenui, E. J. (2006). Investigating the effectiveness of graphic organizer instruction on the comprehension and recall of science content by students with learning disabilities. Journal of Reading, Writing & Learning Disabilities, 7, 355-376. https://doi.org/ 10.1080/ 0748763910070407
  • Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. (2020). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75(1), 37–51. https://doi.org/10.1037/amp0000452
  • Hartik, S., Utaminingsih, S., & Madjdi, A. H. (2021, March). A need assessment of integrated science teaching material based higher order thinking skills (HOTS). Journal of Physics: Conference Series, 1823(1), 012078. https://doi.org/10.1088/1742-6596/1823/1/012078
  • Harwell, M. J., & Jackson, R. W. (2008). The complete learning disabilities handbook: ready to use strategies and activities for teaching student with learning disabilities (3rd ed.). Jossey Boss.
  • İnaltekin, T., & Erginsoy Osmanoğlu, D. (2023). Üreten nesiller Kavılca buğdayı etkinlikleri [Productive generations: Kavılca wheat activities]. In D. Erginsoy Osmanoğlu (Ed.), Öğrenme güçlüğü olan öğrenciler için üreten nesiller kılavuzu [Guide for productive generations for students with learning disabilities] (pp. 83–113). Vizetek Yayıncılık.
  • İnaltekin, T., Samancı, B., & Bilgin, A. K. (2019). Determination of prospective science teachers professional knowledge on entrepreneurship skills. OPUS International Journal of Society Researches, 14(20), 1025-1054. https://doi.org/10.26466/opus.602171
  • Johnson, B., & Christensen, L. (2014). Eğitim araştırmaları: Nicel, nitel ve karma yaklaşımlar [Educational research: Quantitative, qualitative, and mixed approaches] (A. Türkdoğan, Trans. Ed.; S. Beşir Demir, Ed.). Ankara, Türkiye: Eğiten Kitap.
  • Karademir, E. (2018). Okul dışı öğrenme ortamları. O. Karamustafaoğlu, Ö. Tezel ve U. Sarı (Eds.) Güncel Yaklaşım ve Yöntemlerle Etkinlik Destekli Fen Öğretimi içinde (ss. 426-449). Pegem Akademi.
  • Kaya, Z., Kaya, O. N., Aydemir, S., & Ebenezer, J. (2022). Knowledge of student learning difficulties as a plausible conceptual change pathway between content knowledge and pedagogical content knowledge. Research in Science Education, 52(2), 691-723. https://doi.org/10.1007/s11165-020-09971-5
  • Ke, L., Sadler, T. D., Zangori, L., & Friedrichsen, P. J. (2021). Developing and using multiple models to promote scientific literacy in the context of socio-scientific issues. Science & Education, 30(3), 589-607. https://doi.org/10.1007/s11191-021-00206-1
  • King, D., & Henderson, S. (2018). Context-based learning in the middle years: achieving resonance between the real-world field and environmental science concepts. International Journal of Science Education, 40(10), 1221-1238. https://doi.org/10.1080/09500693.2018.1470352
  • Kirman Bilgin, A. (2019). Context-based learning and life skills [Bağlam temelli öğrenme ve yaşam becerileri]. In A. Kirman Bilgin (Ed.), Life skills education in science [Fen bilimlerinde yaşam becerileri eğitimi] (pp. 2–50). Ankara: Pegem Academy.
  • Kirman Bilgin, A. (2022). Entrepreneurship education in science and integrated sample activities for grades 5, 6, 7, and 8 [Fen bilimlerinde girişimcilik eğitimi ve 5.–6.–7.–8. sınıf bütünleştirilmiş örnek etkinlikler]. Efe Akademi Yayınları.
  • Kolonich, A., Richmond, G., & Krajcik, J. (2018). Reframing ınclusive science ınstruction to support teachers in promoting equitable three-dimensional science classrooms. Journal of Science Teacher Education, 29(8), 693-711. https://doi.org/10.1080/1046560X.2018.1500418
  • Kramer, S., Möller, J., & Zimmermann, F. (2021). Inclusive education of students with general learning difficulties: A meta-analysis. Review of Educational Research, 91(3), 432-478. https://doi.org/10.3102/0034654321998072
  • Lovitt, T. C., & Horton, S. V. (1994). Strategies for adapting science textbooks for youth with learning disabilities. Remedial and Special Education, 15(2), 105-116. https://doi.org/10.1177/074193259401500206
  • Macaroğlu Akgül, E., & Mertoğlu, H. (2020). Autism awareness in teacher training programs: science teaching example. Journal of Individual Differences in Education, 2(1), 31-41.
  • Marino, M. T., Black, A. C., Hayes, M. T., & Beecher, C. C. (2010). An analysis of factors that affect struggling readers’ achievement during a technology-enhanced stem astronomy curriculum. Journal of Special Education Technology, 25(3), 35-42. https://doi.org/10.1177/016264341002500305
  • Marino, M. T., Gotch, C. M., Israel, M., Vasquez III, E., Basham, J. D., & Becht, K. (2014). UDL in the middle school science classroom: Can video games and alternative text heighten engagement and learning for students with learning disabilities? Learning Disability Quarterly, 37(2) 87-99. https://doi.org/10.1177/0731948713503963.
  • Maroney, S. A., Finson, K. D., Beaver, J. B., & Jensen, M. M. (2003). Preparing for successful inquiry in inclusive science classrooms. Teaching Exceptional Children, 36(1), 18-25. https://doi.org/10.1177/004005990303600102
  • Mason, L. H., & Hedin, L. R. (2011). Reading science text: Challenges for students with learning disabilities and considerations for teachers. Learning Disabilities Research & Practice, 26(4), 214-222. https://doi.org/10.1111/j.1540-5826.2011.00342.x
  • McGinnis, G. (2013). Teaching science to learners with special needs. Theory into Practice, 52(1), 43-50. https://doi.org/10.1080/07351690.2013.743776
  • McGrath, A. L., & Hughes, M. T. (2018). Students with learning disabilities in inquiry-based science classrooms: A cross-case analysis. Learning Disability Quarterly, 41(3), 131-143. https://doi.org/10.1177/0731948717736007
  • Mertoğlu, H., Sarı, O. T., Pusmaz, A., & Balçın, M. D. (2020). Science teacher candidates’ competence of ınclusive education. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 51(51), 131-154. https://doi.org/10.15285/maruaebd.533609
  • Ministry of Education. (2018a). Science lesson curriculum (primary and secondary school 3, 4, 5, 6, 7 and 8th grades. Presidency of the Board of Education and Training.
  • Ministry of National Education. (2018b). Regulation on special education services (Official Gazette No. 30471, 07.07.2018).
  • Ogunleye, B. O. (2019). Effects of concrete-representational-abstract instructional strategy on chemistry performance of students with mathematics learning difficulties in Ogun State, Nigeria. KIU Journal of Education, 14(2), 135-151.
  • Özen Altınkaynak, Ş., Erginsoy Osmanoğlu, D., Inaltekin, T., Kirman Bilgin, A. & Erdağı, S. (2025) The views and course practices of science teachers on the psychological resilience of students with learning disabilities. British Journal of Special Education, 52(1), 58–69. https://doi.org/10.1111/1467-8578.12562
  • Pany, P., Meier, F. D., Dünser, B., Yanagida, T., Kiehn, M., & Möller, A. (2024). Measuring students’ plant awareness: A prerequisite for effective botany education. Journal of Biological Education, 58(5), 1103-1116. https://doi.org/10.1080/00219266.2022.2159491
  • Pierangelo, R., & Guiliani, G. (2006). Learning disabilities: A practical appproach to foundations, assessment, diagnosis and teaching. Pearson Allyn and Bacon.
  • Ruiz-Gallardo, J. R., Verde, A., & Valdés, A. (2013). Garden-based learning: An experience with “at risk” secondary education students. The Journal of Environmental Education, 44(4), 252-270. https://doi.org/10.1080/00958964.2013.786669
  • Saljö, R. (2023). Learning in educational settings: What classics can teach us about the value of attending to participant perspectives in social practices. Confero: Essays on Education, Philosophy and Politics, 9(2), 18-41. https://doi.org/10.3384/confero.2001-4562.231217
  • Schilhab, T. (2021). Nature Experiences in Science Education in School: Review Featuring Learning Gains, Investments, and Costs in View of Embodied Cognition. Frontiers in Education, 6(739408), 1-19. https://doi.org/10.3389/feduc.2021.739408
  • Scruggs, T. E., & Mastropieri, M. A. (2007). Science learning in special education: The case for constructed versus instructed learning. Exceptionality, 15(2), 57-74. https://doi.org/10.1080/09362830701294144
  • Scruggs, T. E., Mastropieri, M. A., & Boon, R. (1998). Science education for students with disabilities: A review of recent research. Studies in Science Education, 32(1), 21-44, https://doi.org/10.1080/03057269808560126
  • Scruggs, T. E., Mastropieri, M. A., Bakken, J. P., & Brigham, F. J. (1993). Reading versus doing: The relative effects of textbook-based and inquiry-oriented approaches to science learning in special education classrooms. The Journal of Special Education, 27(1), 1-15. https://doi.org/10.1177/ 002246699302700101
  • Senel Coruhlu, T. S., Calik, M., Er Nas, S., Cepni, S., Ergul, C., & Almalı, S. K. (2025). Effectiveness of the prediction–observation–explanation strategy on students with mild intellectual disabilities. Asia Pacific Education Review, 26, 687–702. https://doi.org/10.1007/s12564-024-09940-x
  • Serdaroğlu, C., & Güneş, M. H. (2019). Effects on academic achievement and attitude of game based learning in teaching of reproduction, growth and development unit in 6th grade plant and animal. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 13(2), 1015-1041. https://doi.org/10.17522/balikesirnef.570616
  • Spektor Levy, O., & Yifrach, M. (2019). If science teachers are positively inclined toward inclusive education, why is it so difficult?. Research in Science Education, 49, 737–766. https://doi.org/10.1007/s11165-017-9636-0
  • Steele, M. (2004). Teaching science to middle school students with learning problems. Preventing School Failure, 49(1), 19–22.
  • Şahin Civelekoğlu, M., & Öztürk, Ş. (2010). Teachers and students observations on application of project based learning method in science and technology class of primary schools. Elementary Education Online, 9(3), 1189-1200.
  • Şanal, S. Ö., Güler, T. D., & Torun, F. (2025). Supporting learning difficulties with e-book based on context-based teaching strategy from social perspective: design and experience. Education and Information Technologies, 30, 14661–14702. https://doi.org/10.1007/s10639-024-13314-6
  • Therrien, W. J., Hughes, C., & Hand, B. (2011b). Introduction to special issue on science education and students with learning disabilities. Learning Disabilities Research & Practice, 26(4), 188-203. https://doi.org/10.1111/j.1540-5826.2011.00340.x
  • Therrien, W. J., Taylor, J. C., Hosp, J. L., Kaldenberg, E. R., & Gorsh, J. (2011a). Science instruction for students with learning disabilities: A meta–analysis. Learning Disabilities Research & Practice, 26(4), 188-203. https://doi.org/10.1111/j.1540-5826.2011.00340.x
  • Thornton, A., McKissick, B. R., Spooner, F., Lo, Y., & Anderson, A. L. (2015). Effects of collaborative preteaching on science performance of high school students with specific learning disabilities. Education and Treatment of Children, 38(3), 277-304. https://doi.org/ 10.1353/etc.2015.0027
  • Treagust, D. F., & Duit, R. (2008). Conceptual change: A discussion of theoretical, methodological and practical challenges for science education. Cultural Studies of Science Education, 3, 297-328. https://doi.org/10.1007/s11422-008-9090-4
  • Turan, Z., & Atila, G. (2021). Augmented reality technology in science education for students with specific learning difficulties: Its effect on students’ learning and views. Research in Science & Technological Education, 39(4), 506-524. https://doi.org/10.1080/02635143.2021.1901682
  • Uçar, A. S., Karabulut, H. A., & Uçar, K. (2023). Determination of science teachers' ınstructional adaptations for students with special needs who continue their education through ınclusion. Gazi Journal of Education Sciences, 9(2), 157-178. https://doi.org/10.30855/gjes.2023.09.02.002
  • Ural Keleş, P. (2018). 2017 Opinions of fifth grade science teachers about the 2017 science curriculum. Journal of Qualitative Research in Education, 6(3), 121-142. https://doi.org/10.14689/issn.2148-2624.1.6c3s6m
  • Uzoğlu, M., & Denizli, H. (2016). Determination of views of science teachers on the process of inclusive practices Journal of Turkish Science Education, 13(1), 3-37. https://doi.org/10.12973/tused.10158a
  • Watson, J. (2000). Constructive instruction and learning difficulties. Support for learning, 15(3), 134-140. https://doi.org/10.1111/1467-9604.00162
  • Wennersten, L., Wanselin, H., Wikman, S., & Lindahl, M. (2023). Interpreting students’ ideas on the availability of energy and matter in food webs. Journal of Biological Education, 57(1), 3-23. https://doi.org/10.1080/00219266.2020.1858935
  • Williams, D. R., & Dixon, P. S. (2013). Impact of garden-based learning on academic outcomes in schools: Synthesis of research between 1990 and 2010. Review of Educational Research, 83(2), 211-235. https://doi.org/10.3102/0034654313475824
  • Yang, J., & Zhao, X. (2021). The effect of creative thinking on academic performance: Mechanisms, heterogeneity, and implication. Thinking Skills and Creativity, 40, 100831. https://doi.org/10.1016/j.tsc.2021.100831
  • Yangın, S., & Karasu, M. S. (2016). The constructive learning practices of the science and technology teachers (The observation, interview and video-record examination). RTEÜ Journal of Social Sciences, 2(3), 73-97.
  • Yıldırım, A., & Şimşek, H. (2008). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing.
  • Yin, R. K. (2014). Case study research: Design and methods (5th ed.). SAGE Publications.
  • Yönter, G. (2021). Science 7 textbook for secondary and imam hatip secondary schools [Ortaokul ve imam hatip ortaokulu fen bilimleri 7 ders kitabı]. Yıldırım Yayıncılık.
  • Zembylas, M., & Isenbarger, L. (2002). Teaching science to students with learning disabilities: subverting the myths of labeling through teachers' caring and enthusiasm. Research in Science Education, 32, 55-79. https://doi.org/10.1023/A:1015050706407
  • Zulyusri, Z., Elfira, I., Lufri, L., & Santosa, T. A. (2023). Literature study: Utilization of the PjBL model in science education to improve creativity and critical thinking skills. Journal Penelitian Pendidikan IPA, 9(1), 133-143. https://doi.org/10.29303/jppipa.v9i1.2555
Toplam 85 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Fen Bilgisi Eğitimi
Bölüm Araştırma Makalesi
Yazarlar

Tufan İnaltekin 0000-0002-3843-7393

Arzu Kirman Bilgin 0000-0002-5588-7353

Şenay Özen Altınkaynak 0000-0002-6614-4168

Devrim Erginsoy Osmanoğlu 0000-0003-4698-7499

Selma Erdağı 0000-0003-0235-2678

Proje Numarası Bu makale, 221K148 nolu TÜBİTAK 1001 projesinden üretilmiştir
Erken Görünüm Tarihi 25 Kasım 2025
Yayımlanma Tarihi 26 Kasım 2025
Gönderilme Tarihi 14 Mart 2025
Kabul Tarihi 1 Ağustos 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 14 Sayı: 4

Kaynak Göster

APA İnaltekin, T., Kirman Bilgin, A., Özen Altınkaynak, Ş., … Erginsoy Osmanoğlu, D. (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
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