Publication: Kaynaştırma eği̇ti̇mi̇nde web 2.0 destekli̇ fen etki̇nli̇kleri̇ni̇n özel gereksi̇ni̇mli̇ ve normal geli̇şi̇m gösteren öğrenci̇lere etki̇si̇ni̇n incelenmesi̇
Abstract
Kaynaştırma eğitimi, her öğrencinin bireysel özellikleri ve öğrenme stilleri ile eğitim sistemi içerisine kabul edilmelerini amaçlayan bir eğitim modelidir. Kaynaştırma eğitimi hem özel gereksinimli hem de normal gelişim gösteren öğrencilere yararlıdır. Bu araştırmada, 5. sınıf fen bilimleri dersinde uygulanan web 2.0 destekli kaynaştırma etkinliklerinin özel gereksinimli ve normal gelişim gösteren öğrencilere etkisinin incelenmesi amaçlanmıştır. Bu amaçla öğrencilerin fen başarılarını ölçmek için; “Işığın Yayılması” ünitesi başarı testi kullanırken özel gereksinimli öğrencilerin fen performansları da performans kayıt çizelgesi ve ölçüt bağımlı test ile ölçülmüştür. Araştırmada alternatif ölçme-değerlendirme araçlarından yapılandırılmış grid ile öğrencilerin kavram yanılgıları tespit edilirken kelime ilişkilendirme testi ile de bilişsel yapıları tespit edilmiştir. Ayrıca yarı yapılandırılmış görüşme formu kullanılarak web 2.0 destekli kaynaştırma etkinlikleri ile ilgili öğrenci görüşleri incelenmiştir. Bu çalışmada yarı deneysel yöntemlerden ön test- son test kontrol gruplu desenden yararlanılmıştır. Araştırmanın nicel verileri nitel verilerle desteklenerek yorumlanmıştır. Çalışma grubu 2021-2022 eğitim-öğretim yılında, Kocaeli ilinde bir devlet okulunda 5. sınıfta öğrenim görmekte olan 4’ü özel gereksinimli olmak üzere toplam 72 öğrenciden oluşmaktadır. Dersler, deney grubunda web 2.0 destekli kaynaştırma etkinlikleri ile işlenirken kontrol grubunda ise mevcut öğretim dahilinde işlenmiştir. Uygulama deney ve kontrol grubunda 7 haftada gerçekleştirilmiştir. Nicel veriler istatistiksel testler ile analiz edilirken nitel veriler ise betimsel analiz yöntemi ile değerlendirilmiştir. Araştırmada fen bilimleri dersinde uygulanan web 2.0 destekli kaynaştırma etkinliklerinin hem normal gelişim gösteren öğrencilerin hem de özel gereksinimli öğrencilerin fen başarısında etkili olduğu sonucu tespit edilmiştir. Ayrıca web 2.0 destekli kaynaştırma etkinliklerinin özel gereksinimli öğrencilerin fen performanslarını olumlu yönde arttırdığı görülmüştür. Araştırmada deney grubundaki özel gereksinimli ve normal gelişim gösteren öğrencilerin kavram yanılgılarının kontrol grubundaki öğrencilere göre daha az olduğu tespit edilmiştir. Araştırmada deney grubunda yer alan özel gereksinimli ve normal gelişim gösteren öğrencilerin anahtar kavramlara yönelik kullandıkları ilişkili kelime sayısının kontrol grubundaki öğrencilere göre daha fazla olduğu görülmüştür. Araştırmada hem özel gereksinimli hem de normal gelişim gösteren öğrenci görüşlerine göre; web 2.0 destekli kaynaştırma etkinliklerinin fen bilimleri dersine katılımı arttırdığını, kalıcı öğrenme sağladığını, dersin anlaşılmasını kolaylaştırdığını ve eğlenceli bir öğrenme ortamı oluşturduğunu belirtmişlerdir. Araştırma sonuçları doğrultusunda fen derslerinin 21.yy da gelişen teknoloji doğrultusunda desteklendiği, teknolojinin sadece normal gelişim gösteren öğrencilere değil bu araştırmada olduğu gibi kaynaştırma öğrencilerine de uyarlandığı araştırmalar yürütülmesi önerilmektedir.
Inclusive education is an education model that aims to integrate each student into the education system with their individual characteristics and learning styles. Inclusive education is beneficial for both students with special needs and typically developing students. This study aimed to examine the effects of web 2.0 supported inclusion activities implemented in the 5th grade science course on students with special needs and typically developing students. For this purpose, to measure students' science achievements; While the Spread of Light unit used an achievement test, the science performance of students with special needs was also measured with a performance record chart and criterion-referenced test. In the research, while students' misconceptions were detected with the structured grid, one of the alternative measurement-evaluation tools, their cognitive structures were determined with the word association test. Additionally, student opinions regarding web 2.0 supported inclusion activities were examined using a semi-structured interview form. In this study, pretest-posttest control group design, one of the quasi-experimental methods, was used. The quantitative data of the research were interpreted by supporting qualitative data. The study group consists of a total of 72 students, 4 of whom have special needs, who are studying in the 5th grade at a public school in Kocaeli in the 2021-2022 academic year. While the lessons were taught with web 2.0 supported inclusion activities in the experimental group, they were taught within the existing curriculum in the control group. The application was carried out in the experimental and control groups in 7 weeks. While the quantitative data were analyzed with statistical tests, the qualitative data were evaluated with the descriptive analysis method. In the research, it was determined that web 2.0-supported inclusion activities implemented in the science course were effective in the science success of both normally developing students and students with special needs. In addition, it has been observed that web 2.0 supported inclusion activities positively increase the science performance of students with special needs. In the study, it was determined that the students with special needs and typically developing students in the experimental group had fewer misconceptions than the students in the control group. In the study, it was observed that the number of related words used by special needs and typically developing students in the experimental group for key concepts was higher than the students in the control group. According to the opinions of both special needs and normally developing students in the research; They stated that web 2.0 supported inclusion activities increase participation in science lessons, provide permanent learning, make the lesson easier to understand and create an enjoyable learning environment. In line with the research results, it is recommended to conduct research in which science courses are supported in line with the technology developing in the 21st century, and the technology is adapted not only to normally developing students but also to mainstream students, as in this research.
Inclusive education is an education model that aims to integrate each student into the education system with their individual characteristics and learning styles. Inclusive education is beneficial for both students with special needs and typically developing students. This study aimed to examine the effects of web 2.0 supported inclusion activities implemented in the 5th grade science course on students with special needs and typically developing students. For this purpose, to measure students' science achievements; While the Spread of Light unit used an achievement test, the science performance of students with special needs was also measured with a performance record chart and criterion-referenced test. In the research, while students' misconceptions were detected with the structured grid, one of the alternative measurement-evaluation tools, their cognitive structures were determined with the word association test. Additionally, student opinions regarding web 2.0 supported inclusion activities were examined using a semi-structured interview form. In this study, pretest-posttest control group design, one of the quasi-experimental methods, was used. The quantitative data of the research were interpreted by supporting qualitative data. The study group consists of a total of 72 students, 4 of whom have special needs, who are studying in the 5th grade at a public school in Kocaeli in the 2021-2022 academic year. While the lessons were taught with web 2.0 supported inclusion activities in the experimental group, they were taught within the existing curriculum in the control group. The application was carried out in the experimental and control groups in 7 weeks. While the quantitative data were analyzed with statistical tests, the qualitative data were evaluated with the descriptive analysis method. In the research, it was determined that web 2.0-supported inclusion activities implemented in the science course were effective in the science success of both normally developing students and students with special needs. In addition, it has been observed that web 2.0 supported inclusion activities positively increase the science performance of students with special needs. In the study, it was determined that the students with special needs and typically developing students in the experimental group had fewer misconceptions than the students in the control group. In the study, it was observed that the number of related words used by special needs and typically developing students in the experimental group for key concepts was higher than the students in the control group. According to the opinions of both special needs and normally developing students in the research; They stated that web 2.0 supported inclusion activities increase participation in science lessons, provide permanent learning, make the lesson easier to understand and create an enjoyable learning environment. In line with the research results, it is recommended to conduct research in which science courses are supported in line with the technology developing in the 21st century, and the technology is adapted not only to normally developing students but also to mainstream students, as in this research.