Publication: Otizm spektrum bozukluğu olan öğrencilere çarpma işleminin öğretiminde bilgisayar destekli geogebra yazılımıyla sunulan somut-yarı somut-soyut (Cra) öğretim stratejisinin etkililiği
Abstract
Bu çalışmada, Otizm Spektrum Bozukluğu (OSB) olan öğrencilere çarpma işleminin öğretiminde bilgisayar destekli GeoGebra yazılımı kullanılarak doğrudan öğretim yöntemiyle sunulan Somut-Yarı Somut-Soyut (CRA) öğretim stratejisinin etkililiği incelenmiştir. Ayrıca, bilgisayar destekli GeoGebra yazılımı kullanılarak doğrudan öğretim yöntemiyle sunulan Somut-Yarı Somut-Soyut (CRA) öğretim stratejisiyle öğrencilerin öğrendikleri çarpma işleminin kalıcılığının öğretim sona erdikten iki hafta sonra da korudukları ve öğrendikleri çarpma işlemi becerilerini farklı ortam ve kişilere genelleyebildikleri belirlenmiştir. Araştırmaya 14-15 yaş arasında değişen OSB’li üç erkek öğrenci katılmıştır. Araştırmada tek denekli araştırma modellerinden denekler arası yoklama denemeli çoklu yoklama modeli kullanılmıştır. Araştırmada elde edilen bulgular, OSB’li öğrencilere çarpma işlemi becerilerinin kazandırılmasında GeoGebra yazılımı kullanılarak doğrudan öğretim yöntemiyle sunulan Somut-Yarı Somut-Soyut (CRA) öğretim stratejisinin etkili olduğunu, öğrencilerin kazandıkları becerileri öğretim sona erdikten iki hafta sonra da korudukları ve öğrendikleri temel çarpma işlemi becerilerini farklı ortam ve kişilere genelledikleri ortaya çıkmıştır. Ayrıca OSB’li öğrencilerin destek özel eğitim hizmeti aldıkları sınıflardaki öğretmenleriyle yapılan görüşmede, öğretmenlerin bilgisayar destekli GeoGebra yazılımı kullanılarak doğrudan öğretim yöntemiyle sunulan Somut-Yarı Somut-Soyut (CRA) öğretim stratejisi hakkında olumlu yönde görüş bildirdikleri görülmüştür.
In this study, the effectiveness of the ¨Concrete-Representational-Abstract (CRA)¨ teaching strategy, which is presented by direct teaching method using computer-aided GeoGeabra software, in the teaching of the multiplication process to students with Autism Spectrum Disorder (ASD) was investigated. This study also has been determined that the maintenance effect after two week of the multiplication process learned by the students preserved and also generalized their multiplication skills they learned across different and conditions after the intervention ended. Two male students with ASD varying aged between 14 and 15 years participated in the study. In this research, multiple probe design with probe trials across subject which is one of the single subject design, was used. The findings of the study indicated that CRA strategy which is presented by direct teaching method using computer-aided GeoGeabra software was effective in teaching basic multiplication skills to students with ASD. Additionally, all the subjects continued to perform two week after the end of the study and generalized to different and conditions. When the social validity findings obtained from the teachers of the subjects in the study were examined; teachers reveal that their ideas are generally positive on the use of CRA teaching strategy in teaching the basic multiplication skills to students with ASD.
In this study, the effectiveness of the ¨Concrete-Representational-Abstract (CRA)¨ teaching strategy, which is presented by direct teaching method using computer-aided GeoGeabra software, in the teaching of the multiplication process to students with Autism Spectrum Disorder (ASD) was investigated. This study also has been determined that the maintenance effect after two week of the multiplication process learned by the students preserved and also generalized their multiplication skills they learned across different and conditions after the intervention ended. Two male students with ASD varying aged between 14 and 15 years participated in the study. In this research, multiple probe design with probe trials across subject which is one of the single subject design, was used. The findings of the study indicated that CRA strategy which is presented by direct teaching method using computer-aided GeoGeabra software was effective in teaching basic multiplication skills to students with ASD. Additionally, all the subjects continued to perform two week after the end of the study and generalized to different and conditions. When the social validity findings obtained from the teachers of the subjects in the study were examined; teachers reveal that their ideas are generally positive on the use of CRA teaching strategy in teaching the basic multiplication skills to students with ASD.
Description
Keywords
Basic multiplication skills, bilgisayar destekli GeoGebra yazılımı, Computer-aided GeoGeabra software, Concrete-Representational-Abstract teching strategy, Çarpma işlemi öğretimi, Education, Eğitim, Otizm Spektrum Bozukluğu, Somut-Yarı Somut-Soyut (CRA) öğretim stratejisi Students with Autism Spectrum Disorder