Publication: Fen bilgisi öğretmen adaylarının kaynaştırma öğrencilerine yaklaşımlarında senaryo temelli öğretimin katkısı
Abstract
Her birey fiziksel, psikolojik, zihinsel, toplumsal ve kültürel açıdan birbirlerinden farklılık göstermektedir. Bu farklılıklar bireyler eğitim görmeye başladıkları günden itibaren daha da belirginleşir. Kaynaştırma eğitimi, bu bireysel farklılıklar doğrultusunda öğretmenlerin; öğrencilerini tanıma, öğrencilerinin anlama hızına göre ilerleme ile birlikte kazanım ve hedeflerin onların seviyesine göre yeniden düzenlenmesini sağlamaktadır. Bu araştırmanın amacı, fen bilgisi öğretmen adaylarının kaynaştırma öğrencilerine yaklaşımlarında senaryo temelli öğretimin katkısını incelemektir. Araştırmanın modeli nitel araştırma yöntemlerinden birisi olan program etkili durum deseni şeklinde belirlenmiştir. Bu çalışma 2020-2021 güz döneminde İstanbul ilinde bir devlet üniversitesinde öğrenim görmekte olan dördüncü sınıf fen bilgisi öğretmen adayları ile gerçekleştirilmiştir. Çalışma grubu dört öğretmen adayından oluşmaktadır. Öğretmen adaylarına “Fen Eğitiminde Öğretimin Bireyselleştirilmesi” ve “Bireysel Öğretim Planı Hazırlama” Dersleri kapsamında birinci ve ikinci haftalarda kaynaştırmaya yönelik teorik bilgiler, ardından üç hafta boyunca senaryoya dayalı kaynaştırma eğitimi verilmiştir. Altıncı, yedinci ve sekizinci haftalarda ise öğretimsel uyarlamalar ve odak grup görüşmesi yapılarak ders tamamlanmıştır. Araştırmanın veri toplama araçları; Ashton ve arkadaşları (1984) tarafından geliştirilen Ashton Senaryo Öz Yeterlik Ölçeği, günlükler, odak grup görüşmesi, araştırmacının hazırladığı senaryolar, öğretmen adaylarının hazırladığı senaryolar ve araştırmacı alan notlarıdır. Çalışmanın verileri, MAXQDA 20 Paket araştırmacı tarafından hazırlanan senaryo değerlendirme rubriği ile analiz edilmiştir. Araştırmadan elde edilen sonuçlara göre; katılımcıların ölçekten aldıkları son test puanlarının toplamı, ön test puanlarının toplamından yüksek çıkmıştır. Öğretmen adaylarının verilen senaryolarda bulunan öğretmenin yaşadığı güçlüklere yönelik en yoğunlaştıkları cevap “öğretmenin kontrolünü kaybetmesi” olmuştur. Senaryolar öğrenciye yönelik güçlükler açısından incelendiğinde en yoğun cevap “öğrencinin sınıfta dışlanması” şeklinde belirtilmiştir. Öğretmen adaylarının kaynaştırma öğrencileri için uygulayacakları yöntem ve teknikler; öğrenciye karşı tüm fiziksel koşulların düzenlenmesi, görsel ve işitsel olarak dersi anlatma, konu anlatımında basit ve anlaşılır ifadeler kullanılması, öğrenci ile birlikte etkinlik yapılması, öğrenciye her zaman sevgi ve anlayışla ile yaklaşılması ve rehber öğretmen ile iletişimde olunması şeklinde belirlenmiştir. Araştırmada ölçekten elde edilen bulgular ile senaryo rubriğinden elde edilen puanlar arasında tutarsızlık olduğu tespit edilmiştir. Buna sebep olarak da öğretmen adaylarının öğretmenlik uygulaması dersini uzaktan eğitim yoluyla yapmaları dolayısıyla kaynaştırma öğrencileri ile sınıf ortamında deneyim kazanmamaları şeklinde yorumlanmıştır. Bu nedenle uzaktan eğitim sürecinde yada gerçekleştirilirse yüz yüze eğitimlerde kaynaştırma öğrencileri ile öğrenme ortamlarına uygun ders planları hazırlayıp uygulamaları sağlanabilir. Kaynaştırma öğrencilerinin BEP’lerine uygun BÖP (Bireyselleştirilmiş Öğretim Planı) hazırlamaları istenebilir.
Each individual differs from each other in terms of physical, psychological, mental, social and cultural aspects. These differences become more evident from the day individuals start to receive education. Inclusive education, in line with these individual differences, teachers; It ensures that progress, achievements and targets are revised according to the speed of getting to know and understanding students. The purpose of this research is to examine the contribution of scenario-based teaching in the approaches of pre-service science teachers to inclusive students. The model of the research was determined as the program effective case design, which is one of the qualitative research methods. Tthis study was carried out with fourth-year science teacher candidates studying at a state university in Istanbul in the fall semester of 2020-2021. The study group consists of four teacher candidates. Pre-service teachers were given information on inclusion in the first and second weeks, followed by scenario-based inclusion training for three weeks, within the scope of the Individualization of Instruction in Science Education and Preparation of Individual Education Plan Course. In the sixth, seventh and eighth weeks, instructional adaptations were given to the students and the lesson was completed by making a focus group interview. Data collection tools of the research; Ashton Scenario Self-Efficacy Scale developed by Ashton et al. (1984), diary, focus group interview, scenarios prepared by the researcher, scenarios prepared by teacher candidates and researcher field notes. The data of study were analyzed with the MAXQDA 20 Package Program and the scenario evaluation rubric prepared by the researcher. According to the results obtained from the research; the sum of the post-test scores of the participants from the scale was higher than the sum of the pre-test scores. The most concentrated response of the teacher candidates to the difficulties experienced by the teacher in the scenarios given was “the teacher’s loss of control”. When the scenarios are examined as difficulties for the student, the most intense answer is stated as “exclusion of the student in the classroom”. Methods and techniques that teacher candidates will apply for inclusion students; arranging all physical conditions towards the student, explaining the lesson visually and audibly, using simple and understandable expressions in the lecture, doing activites with the student, always approaching the student with love and understanding, communicating with the guidance teacher. In the study, it was determined that there was an inconsistency between the findings obtained from the scale and the scores obtained from the scenario rubric. The reason for this is interpreted as the fact that the teacher candidates do the teaching practice course through distance education, and therefore they do not gain experience in the classroom envvironment with the mainstreaming students. For this reason, it is possible to prepare and implement lesson plans suitable for the learning environments with inclusive students in the distance education process or in face-to-face education if it is carried out. Inclusion students may be asked to prepare an IEP (Individualized Education Plan) suitable for their IEP.
Each individual differs from each other in terms of physical, psychological, mental, social and cultural aspects. These differences become more evident from the day individuals start to receive education. Inclusive education, in line with these individual differences, teachers; It ensures that progress, achievements and targets are revised according to the speed of getting to know and understanding students. The purpose of this research is to examine the contribution of scenario-based teaching in the approaches of pre-service science teachers to inclusive students. The model of the research was determined as the program effective case design, which is one of the qualitative research methods. Tthis study was carried out with fourth-year science teacher candidates studying at a state university in Istanbul in the fall semester of 2020-2021. The study group consists of four teacher candidates. Pre-service teachers were given information on inclusion in the first and second weeks, followed by scenario-based inclusion training for three weeks, within the scope of the Individualization of Instruction in Science Education and Preparation of Individual Education Plan Course. In the sixth, seventh and eighth weeks, instructional adaptations were given to the students and the lesson was completed by making a focus group interview. Data collection tools of the research; Ashton Scenario Self-Efficacy Scale developed by Ashton et al. (1984), diary, focus group interview, scenarios prepared by the researcher, scenarios prepared by teacher candidates and researcher field notes. The data of study were analyzed with the MAXQDA 20 Package Program and the scenario evaluation rubric prepared by the researcher. According to the results obtained from the research; the sum of the post-test scores of the participants from the scale was higher than the sum of the pre-test scores. The most concentrated response of the teacher candidates to the difficulties experienced by the teacher in the scenarios given was “the teacher’s loss of control”. When the scenarios are examined as difficulties for the student, the most intense answer is stated as “exclusion of the student in the classroom”. Methods and techniques that teacher candidates will apply for inclusion students; arranging all physical conditions towards the student, explaining the lesson visually and audibly, using simple and understandable expressions in the lecture, doing activites with the student, always approaching the student with love and understanding, communicating with the guidance teacher. In the study, it was determined that there was an inconsistency between the findings obtained from the scale and the scores obtained from the scenario rubric. The reason for this is interpreted as the fact that the teacher candidates do the teaching practice course through distance education, and therefore they do not gain experience in the classroom envvironment with the mainstreaming students. For this reason, it is possible to prepare and implement lesson plans suitable for the learning environments with inclusive students in the distance education process or in face-to-face education if it is carried out. Inclusion students may be asked to prepare an IEP (Individualized Education Plan) suitable for their IEP.