Hafif Düzeyde Zihinsel Engelli Öğrencilerin Eğitiminde Kullanılmak Üzere Bir STEM Etkinliği Geliştirilmesi ve Uygulanması

Yıl 2023, Cilt: 8 Sayı: 2, 134 - 158, 31.12.2023

Leyla Ayverdi , Yunus Emre Avcu

Öz

Bu çalışmanın amacı, hafif düzeyde zihinsel yetersizliği olan öğrencilerin eğitiminde STEM yaklaşımının 5E modeline entegre edildiği bir etkinlik geliştirilmesi, uygulanmasıdır. Araştırmada durum çalışması yöntemi kullanılmıştır. Etkinlik tasarımında öğrenci ihtiyaçları dikkate alınarak farklı kaynaklardan kazanımlar bir araya getirilmiştir. Etkinliğin süresi, kullanılacak yöntem ve teknikler gibi kısımlar belirlendikten sonra, etkinliğin uygulanması kısmı yapılandırılmıştır. Girme basamağı öğrencilerin dikkatini çekmek için kullanılan sorularla başlamış, keşfetme basamağına STEM aktivitesi gömülmüş, açıklama basamağında kazanımlar doğrultusunda gerekli açıklamalar yapılmıştır. Derinleştirme basamağında da öğrencilerle birlikte okul bahçesinde fidan dikme çalışması gerçekleştirilmiştir. Değerlendirme kısmı için kazanımlar doğrultusunda araştırmacılar tarafından "Derecelendirme Ölçeği" geliştirilmiştir. Ayrıca, STEM etkinliği sonunda öğrencilerin görüşlerini almak için yarı yapılandırılmış görüşme formu oluşturulmuştur. Etkinlik tasarımı tamamlandıktan sonra hafif düzeyde zihinsel yetersizliği olan öğrencilerin eğitim aldığı bir meslek okulunda uygulanmıştır. Çalışma grubu, amaçlı örnekleme yöntemlerinden kolay ulaşılabilir örnekleme yöntemiyle belirlenen 8 hafif düzeyde zihinsel yetersizliği olan lise öğrencisidir (2 kız, 6 erkek). Çalışmanın sonunda gerçekleştirilen etkinliğin öğrencilerin ilgili kazanımları elde etmelerine katkı sağladığı görülmüştür. Öğrencilerle gerçekleştirilen yarı-yapılandırılmış görüşmeler etkinlikten hoşlandıklarını ve keyif aldıklarını ortaya koymuştur. STEM yaklaşımının öğrencilerin çok yönlü gelişimine olanak sağladığı düşünülürse, hafif düzeyde zihinsel yetersizliği olan öğrencilerin eğitiminde bu yaklaşımın kullanımının artırılması önerilebilir.

Anahtar Kelimeler

stem, hafif düzeyde zihinsel engelli birey, robotik teknolojiler, fotosentez, bitki yetiştirme

Teşekkür

Etkinliğin uygulanması esnasında destek sağlayan özel eğitim meslek okuluna, kurumun psikolojik danışmanı Gökhan Akın'a ve bilişim teknolojileri öğretmeni Dr. Caner Börekci'ye teşekkür ederiz.

Design and Implementation of a STEM Activity for the Education of Students with Mild Intellectual Disabilities

Öz

This study aimed to design and implement an activity in which the STEM approach is included in the 5E model for the education of students with mild intellectual disabilities. The case study method was used in the research. Learning outcomes from different sources have been brought together, taking into account student needs in the activity design. After determining aspects such as the activity's duration, methods, and techniques, the application portion of the activity is structured. The engage step started with questions used to attract students' attention, STEM activity was embedded in the exploration step, and necessary explanations were made in line with the learning objectives in the explanation step. In the elaboration phase, sapling planting work was carried out in the school garden with the students. For the evaluation part, the researchers created a "Rating Scale" following the learning objectives. A semi-structured interview form was also created to obtain students' opinions at the end of the STEM activity. When the design for the activity was finally finished, it was implemented at a vocational school that targeted students with mild intellectual disabilities. The study group comprised 8 high school students with mild intellectual disabilities (two females and six males), identified by convenience sampling among the purposeful sampling methods. At the and of this research it was noted that the activity helped the students meet the necessary learning objectives. Semi-structured interviews conducted with the students revealed that they enjoyed and enjoyed the activity. Due to the fact that the STEM approach facilitates the multifaceted development of students, it may be suggested that this approach be used more often in the education of students with mild intellectual disabilities.

Anahtar Kelimeler

stem, individuals with mild intellectual disabilities, robotic technologies, photosynthesis plant cultivation

Kaynakça

• Akgündüz, D., Aydeniz, M. Çakmakçı, G. Çavaş, B. Çorlu, M. S., Öner, T. & Özdemir, S. (2015). FeTeMM eğitimi Türkiye raporu: Günün modası mı yoksa gereksinim mi? [STEM education Turkey report: Today's fashion or necessity?]. Scala Press.
• Almarode, J. T., Subotnik, R. F., Crowe, E., Tai, R. H. Lee, M. G., & Nowlin, F. (2014). Specialized high schools and talent search programs: Incubators for adolescents with high ability in STEM disciplines. Journal of Advanced Academics, 25(3), 307-331. https://doi.org/10.1177/1932202X14536566
• Assembly, U. G. (2006). Convention on the Rights of Persons with Disabilities, 2006. Retrieved on, 1, 07-16.
• Ayverdi, L. (2018). Özel yetenekli öğrencilerin fen eğitiminde teknoloji, mühendislik ve matematiğin kullanımı: STEM yaklaşımı [Usage of technology, engineering and mathematics in science education for gifted students: STEM approach] [Unpublished doctoral dissertation]. Balıkesir University.
• Ayverdi, L., Avcu, Y. E., Ülker, S., & Karakış, H. (2020). Bilim ve sanat merkezlerinde aile katılımıyla gerçekleştirilen bir fetemm etkinliğinin uygulanması ve değerlendirilmesi. Araştırma ve Deneyim Dergisi, 5(1), 24-36.
• Baran, E., Canbazoğlu-Bilici, S., & Mesutoğlu, C. (2015). Science, technology, engineering, and mathematics (STEM) public service announcement(psa) development activity. Journal of Inquiry Based Activities (JIBA), 5(2), 60-69.
• Barış, N., & Ecevit, T. (2019). STEM education for gifted student. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 13(1), 217-233. https://doi.org/10.17522/balikesirnef.529898
• Bouck, E. C., & Chamberlain, C. (2017). Postschool services and postschool outcomes for individuals with mild intellectual disability. Career Development and Transition for Exceptional Individuals, 40(4), 215-224.
• Bozkurt, E. (2014). Mühendislik tasarım temelli fen eğitiminin fen bilgisi öğretmen adaylarının karar verme becerisi, bilimsel süreç becerileri ve sürece yönelik algılarına etkisi [The effect of engineering design based science instruction on science teacher candidates' decision making skills, science process skills and perceptions about the process] [Unpublished doctoral dissertation]. Gazi University.
• Burt, S. M. (2014). Mathematically precocious and female: Self-efficacy and STEM course choices among high achieving middle grade students. [Unpublished doctoral dissertation]. Trevecca Nazarene University School of Education.
• Bülbül, M. Ş., & Sözbilir., M. (2017). Engelsiz STEM eğitimi [Kuramdan uygulamaya STEM+E+A eğitimi]. S. Çepni (Eds.), In Kuramdan uygulamaya STEM+E+A eğitimi [STEM+E+A education from theory to practice] (p. 511-537). Pegem Akademi.
• Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri. PegemA Yayıncılık.
• Bybee, R. W. (2010). What is STEM education?. Science, 329(5995), 996-996.
• Ceylan, S. 2014. Ortaokul fen bilimleri dersindeki asitler ve bazlar konusunda fen, teknoloji, mühendislik ve matematik (FeTeMM) yaklaşımı ile öğretim tasarımı hazırlanmasına yönelik bir çalışma [A study for preparing an instructional design based on science, technology, engineering and mathematics (STEM) approach on the topic of acids and bases at secondary school science course] [Unpublished master dissertation]. Uludağ University.
• Cotabish, A., Robinson, A., Dailey, D., & Hughes, G. (2013). The effects of a STEM intervention on elementary students’ science knowledge and skills. School Science and Mathematics, 113(5), 215-226. https://doi.org/10.1111/ssm.12023
• Çevik, M., & Üredi, F. (2016). Effects of the project-based learning on academic achievement and attitude of students with mild intellectual disability in life science course. International Journal of Learning and Teaching, 8(2), 90-99.
• Çil, E., & Çepni, S. (2017). STEM eğitiminde ölçme değerlendirme. Pegem Atıf İndeksi, 541-589. Çorlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: implications for educating our teachers for the age of innovation. Education and Science, 39(171), 74-85.
• Davis, K. E. B. (2014). The need for STEM education in special education curriculum and instruction. STEM Education: Strategies for teaching learners with special needs, 1-20.
• Dieker, L., Grillo, K., & Ramlakhan, N. (2012). The use of virtual and simulated teaching and learning environments: Inviting gifted students into science, technology, engineering, and mathematics careers (STEM) through summer partnerships. Gifted Education International, 28(1), 96–106. https://doi.org/10.1177/0261429411427647
• Efendi, J. (2019). The development of guidance counselling program through teaching and learning activities for improving self-determination of students with intellectual disability. Journal of ICSAR, 3(1), 58-61.
• Ercan, S. (2014). Fen eğitiminde mühendislik uygulamalarının kullanımı: Tasarım temelli fen eğitimi [The usage of engineering practices in science education: Design based science learning] [Unpublished doctoral dissertation]. Marmara University.
• Göktaş, O., & Yazıcı, E. (2020). Effectiveness of Teaching Mathematical Problem-Solving Strategies to Students with Mild Intellectual Disabilities. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 11(2), 361-385.
• Gülen, S. (2016). Fen-teknoloji-mühendislik ve matematik disiplinlerine dayalı argümantasyon destekli fen öğrenme yaklaşımının öğrencilerin öğrenme ürünlerine etkisi [Argumentation science learning approach based on the science-technology-engineering and mathematics disciplines impacts of student learning products] [Unpublished doctoral dissertation]. Ondokuz Mayıs University.
• Gülhan, F., & Şahin, F. (2016). The effects of science-technology-engineering-math (STEM) integration on 5thgrade students’ perceptions and attitudes towards theseareas. International Journal of Human Science 13(1), 602-620. https://doi.org/10.14687/ijhs.v13i1.3447
• Güneş, H., & Karaşah, Ş. (2016). The studies in science education from the past to the present and the importance of science education. Journal of Research in Education and Teaching, 5(3),122-136.
• Hwang, J., & Taylor, J. C. (2016). Stemming on STEM: A STEM education framework for students with disabilities. Journal of Science Education for Students with Disabilities, 19(1), 39–49. Hord, C. (2023). Middle and high school math teaching for students with mild intellectual disability. Support for Learning, 38(1), 4-16.
• Hord, C., Koenig, K., Zydney, J. M., DeJarnette, A. F., Gibboney Jr, D. P., & McMillan, L. A. (2021). Students with mild intellectual disability engaging in proportions word problems. Journal of Intellectual Disabilities, 25(4), 680-694.
• Hord, C., & Xin, Y. P. (2015). Teaching area and volume to students with mild intellectual disability. The Journal of Special Education, 49(2), 118-128.
• Ihrig, L. M., Lane, E. L., Mahatmya, D., & Assouline, S. G. (2018). STEM Excellence and leadership program: increasing the level of stem challenge and engagement for high-achieving students in economically disadvantaged rural communities. Journal for the Education of the Gifted, 41(1), 24–42. https://doi.org/10.1177/0162353217745158
• Irkıçatal, Z. (2016). Fen, teknoloji, mühendislik ve matematik (FeTeMM) içerikli okul sonrası etkinliklerin öğrencilerin başarılarına ve FeteMM algıları üzerine etkisi [STEM related after - school program activities and associated outcomes on students success and on their stem perception and interest] [Unpublished master dissertation]. Akdeniz University.
• Kanlı, E., & Özyaprak, M. (2015). STEM Education for gifted and talented students in Turkey. Journal of Gifted Education Research, 3(2), 1-10.
• Keçeci, G., Alan, F., & Kırbağ-Zengin, B. (2017). Science festival attitude scale: validity and reliability study. International Journal Of Eurasia Social Sciences , 8(27), 562-575.
• Kim, G. S., & Choi, S.Y. (2012). The effect of creative problem solving ability and scientific attitude through the science based STEAM program in the elementary gifted students. Elementary Science Education, 31(2), 216-226. https://doi.org/10.15267/keses.2012.31.2.216
• Kim, M., Cross, J., & Cross, T. (2017). Program development for disadvantaged high-ability students. Gifted Child Today, 20(2), 87-95. https://doi.org/10.1177/1076217517690190
• Koç, Y. (2017). Fen bilimleri dersinde STEM eğitim modeli yaklaşımı kullanarak genç mekatronikcilerin yetiştirilmesi [Growing young mechatronics by using stem education model approach in science course] [Unpublished master dissertation]. Gelişim University.
• Koyuncu, A., & Kırgız, H. (2016). The effect of science centers on students’ achievements in international examinations. Journal of Research in Informal Environments (JRINEN), 1(1), 52-60.
• Lasaiba, M. A. (2023). The effectiveness of the 5E learning cycle model as an effort to optımize students' activities and learning outcomes. Edu Sciences Journal, 4(1), 11-21.
• Ministry of National Education (MoNE). (2008). Özel eğitimde fen ve doğa etkinlikleri [Science and nature activities in special education]. Ministry of National Education. http://www.cahilim.com/pdf/cocuk/ozel-egitimde-fen-ve-doga-etkinlikleri.pdf
• Ministry of National Education (MoNE). (2010). Neden, nasıl, niçin kaynaştırma [Why, how, why inclusive education]. Ministry of Education. orgm.meb.gov.tr/alt_sayfalar/yayimlar/kaynastirma/kaynastirma.pdf
• Ministry of National Education (MoNE). (2016). STEM eğitimi raporu [STEM education report]. SESAM Grup Press.
• Ministry of National Education (MoNE). (2018). Özel eğitim hizmetleri yönetmeliği. MEB Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü.
• National Research Council (NRC). (1996). National science education standards. National Research Council http://www.csun.edu/science/ref/curriculum/reforms/nses/nses-complete.pdf.
• National Research Council. (2013). Next generation science standards: For states, by states.
• National Science Foundation & Department of Education. (1980). Science & Engineering Education for the 1980’s and Beyond. (NSF Publication No.80-78). Washington, DC: U.S. Government Printing Office.
• Obi, S. O. (2014). Working with learners with cognitive disabilities in STEM. STEM education: Strategies for teaching learners with special needs, 37-48.
• Özçelik, A. & Akgündüz, D. (2018). Evaluation of gifted/talented students’ out-of-school STEM education. Trakya University Journal of Education Faculty, 8(2),334-351. https://doi.org/10.24315/trkefd.331579
• Özdoğru, E. (2013). Fiziksel olaylar öğrenme alanı için lego program tabanlı fen ve teknoloji eğitiminin öğrencilerin akademik başarılarına, bilimsel süreç becerilerine ve fen ve teknoloji dersine yönelik tutumlarına etkisi [The effect of lego programme based science and technology education on the students’ academic achievement, science process skills and their attitudes toward science and technology course for physical facts learning field] [Unpublished master dissertation]. Dokuzeylül University.
• Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage publications.
• P21. (2011). Partnership for 21st century learning. P21 common core toolkit. Pabuçcu Akiş, A., & Demirer, I. (2022). Integrated STEM activity with 3D printing and entrepreneurship applications. Science Activities, 1-11.
• Pekbay, C. (2017). Fen teknoloji mühendislik ve matematik etkinliklerinin ortaokul öğrencileri üzerindeki etkileri [Effects of science technology engineering and mathematics activities on middle school students] [Unpublished doctoral dissertation]. Hacettepe University.
• Prema, D., & Dhand, R. (2019). Inclusion and accessibility in STEM education: Navigating the duty to accommodate and disability rights. Canadian Journal of Disability Studies, 8(3), 121-141.
• Resmol, K., & Leasa, M. (2022). The effect of learning cycle 5E+ Powtoon on students’ motivation: The concept of animal metamorphosis. JPBI (Jurnal Pendidikan Biologi Indonesia), 8(2), 121-128.
• Robinson, A., Dailey, D., Hughes, G., & Cotabish, A. (2014). The effects of a science-focused STEM intervention on gifted elementary students’ science knowledge and skills. Journal of Advanced Academics, 25(3), 189-213.
• Roldán-Álvarez, D., Martín, E., & Haya, P. A. (2021). Collaborative video-based learning using tablet computers to teach job skills to students with intellectual disabilities. Education Sciences, 11(8), 437.
• Salman-Parlakay, E. (2017). FeTeMM (STEM) uygulamalarının beşinci sınıf öğrencilerinin sorgulayıcı öğrenmelerine, motivasyonlarına ve canlılar dünyasını gezelim ve tanıyalım ünitesindeki akademik başarılarına etkisi [Investigation the effect on the academic achievement, interrogating learning skills, motivations of the unit "traveling and knowing the world of life" of fifth grade students of stem practices] [Unpublished master dissertation]. Mustafa Kemal University.
• Scruggs, T. E., & Mastropieri, M. A. (1993). Current approaches to science education: Implications for mainstream instruction of students with disabilities. Remedial and Special Education, 14(1), 15-24.
• So, W. W. M., He, Q., Cheng, I. N. Y., Lee, T. T. H., & Li, W. C. (2021). Teachers’ professional development with peer coaching to support students with ıntellectual disabilities in STEM Learning. Educational Technology & Society, 24(4), 86-98.
• Sowers, J.-A., Powers, L., Schmidt, J., Keller, T. E., Turner, A., Salazar, A., & Swank, P. R. (2017). A Randomized Trial of a Science, Technology, Engineering, and Mathematics Mentoring Program. Career Development and Transition for Exceptional Individuals, 40(4), 196-204.
• Tosun, İ. E. (2019). Özel eğitime gereksinim duyan bireylere yönelik bilgisayar destekli STEM eğitiminin etkileri [Influences of computer-basical stem education on special education students]. [Unpublished master dissertation]. Uludağ University.
• Ulukaya Öteleş, U. (2020). A study on the efficiency of using 5E learning model in social studies teaching. International Online Journal of Educational Sciences, 12(4), 111-122.
• United Nations (UN). (1948). Universal declaration of human rights. United Nations. https://www.un.org/en/about-us/universal-declaration-of-human-rights
• United Nations (UN). (1989). Convention on the rights of the child. United Nations. https://www.ohchr.org/documents/professionalinterest/crc.pdf
• United Nations (UN). (2007). Convention on the rights of persons with disabilities. United Nations. https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html
• White, D. W. (2014). What is STEM education and why is it important? Florida Association of Teacher Educators Journal, 1(14), 1-8.
• Willis, A. J. (2017). Women’s choice in college stem majors: impact of ability tilt on women students’ educational choice [Unpublished doctoral dissertation]. Minnesota State University.
• Wiriani, N. M. A., & Ardana, I. M. (2022). The Impact of the 5E Learning Cycle Model Based on the STEM Approach on Scientific Attitudes and Science Learning Outcomes. MIMBAR PGSD Undiksha, 10(2), 300-307.
• Yamak, H., Bulut, N., & Dündar, S. (2014). The impact of STEM activities on 5th grade students’ scientific process skills and their attitudes towards science. Journal of Gazi Faculty of Education, 34(2), 249-265.
• Yasak, M. T. (2017). Tasarım temelli fen eğitiminde, fen, teknoloji, mühendislik ve matematik uygulamaları: Basınç konusu örneği [Applications of science, technology, engineering and mathematics in design based science education: Sample of the theme of pressure] [Unpublished master dissertation]. Cumhuriyet University.
• Yıldırım, B., & Altun, Y. (2015). Investigating the effect of STEM education and engineering applications on science laboratory lectures. El-Cezerî Journal of Science and Engineering, 2(2), 28-40.
• Yıldırım, B., & Selvi, M. (2017). An experimental research on effects of STEM applications and mastery learning. Journal of Theory and Practice in Education, 13(2), 183-210.
• Yıldız, D., Özkaral, T., & Yavuz, M. (2017). Turkish–technology–art-social studies (Tsta): Integrated learning application. Journal of Education, 12, 1-17.
• Yoon, S. Y., Dyehouse, M., Lucietto, A. M., Diefes‐Dux, H. A., & Capobianco, B. M. (2014). The effects of integrated science, technology, and engineering education on elementary students' knowledge and identity development. School Science and Mathematics, 114(8), 380-391.
• Young, J. L.,Young, J. R., & Ford, D. Y. (2017). Standing in the gaps: Examining the effects of early gifted education on black girl achievement in STEM. Journal of Advanced Academics, 28(4), 290 –312.