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Investigation of Scientist Perceptions of Primary School Students with Learning Disabilities

Yıl 2025, Erken Görünüm, 1 - 17

İlayda Açikgöz , Ezgi Nur Kılıç , Cemal Tosun

https://doi.org/10.21565/ozelegitimdergisi.1462940

Öz

Introduction: The science curriculum aims to raise science literate individuals. Science literate individuals are expected to have an accurate understanding of the nature of science. Like students with typical development, students with learning disabilities need to have the right image of scientists as the first step to develop the right understanding of the nature of science. This study aims to reveal scientist perceptions of primary school students with learning disabilities.
Method: For this purpose, the study was planned according to phenomenological design, one of the interactive research designs of qualitative research methods. The study group consisted of 24 students with learning disabilities studying in public primary schools in Kastamonu and Sakarya provinces. Draw-a-Scientist-Test (DAST) was used as the data collection tool in the study. Additionally, a semi-structured interview form was utilized to increase the understandability of the data. Data were analyzed using DAST-C and inductive analysis techniques. The comprehensibility of the drawings of the students with learning disabilities was supported with interview data.
Findings: The participants scored between 3 and 10 in the test. Students with learning disabilities had traditional perceptions of scientists in terms of their appearance (lab coat, glasses, messy hair and beard, origin and age) and gender. Additionally, as for the scientists’ work environment, it was found that they deviate from the traditional scientist image (except for laboratory instruments, technology symbols and indoor environment).
Discussion: In order to reach the next generation science standards, it is important for students to have an accurate understanding of the nature of science as well as learning scientific facts, laws and theories. One of the prerequisites for having a correct understanding of the nature of science is to have a correct image of the scientist, the subject of science. The study revealed that students with learning disabilities have the potential to have perceptions of contemporary scientists through activities. It is recommended that teachers organize activities that will enable students with learning disabilities to have a perception of contemporary scientists.

Anahtar Kelimeler

The nature of science perceptions of scientist image of scientist draw-a-scientist-test learning disabilities

Proje Numarası

1919B012215062

Kaynakça

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Öğrenme Güçlüğü Tanılı İlkokul Öğrencilerinin Bilim İnsanı Algıları

Yıl 2025, Erken Görünüm, 1 - 17

İlayda Açikgöz , Ezgi Nur Kılıç , Cemal Tosun

https://doi.org/10.21565/ozelegitimdergisi.1462940

Öz

Giriş: Fen bilimleri dersi öğretim programı ile fen okuryazarı birey yetiştirmek hedeflenir. Fen okuryazarı bireylerden bilimin doğası hakkında doğru anlayışlara sahip olmaları beklenir. Tipik gelişim gösteren öğrenciler gibi öğrenme güçlüğü olan öğrencilerin de bilimin doğası kapsamında doğru anlayışlara sahip olmalarının ilk adımı bilimle uğraşan bilim insanlarına dair doğru imaja sahip olmalarından geçer. Araştırmada öğrenme güçlüğü olan ilkokul öğrencilerinin bilim insanı algılarını ortaya çıkarmak amaçlanmıştır
Yöntem: Bu amaç için araştırma nitel araştırma yöntemlerinin etkileşimli araştırma desenlerinden olgu bilim desene göre planlanmıştır. Araştırmanın çalışma grubunu Kastamonu ve Sakarya illerinde yer alan MEB’e bağlı ilkokullarda öğrenim gören öğrenme güçlüğü olan 24 öğrenci oluşturmuştur. Araştırmada veri toplama aracı olarak Bir Bilim İnsanı Çiz Testi kullanılmıştır. Ayrıca verilerin anlaşılırlığını artırmak maksadıyla Yarı Yapılandırılmış Mülakat Formu kullanılmıştır. Veriler Bilim İnsanı Çizim Kontrol Listesi ve tümevarımcı analiz tekniği ile analiz edilmiştir. Öğrenme güçlüğü olan öğrencilere ait çizimlerin anlaşılırlığı mülakat verileri ile desteklenmiştir.
Bulgular: Katılımcıların testten 3-10 aralığında puan aldıkları, araştırmaya katılan öğrenme güçlüğü olan öğrencilerin bilim insanının dış görünüşüne (önlük, gözlük, karışık saç ve sakal, köken ve yaş) ve cinsiyetine dair geleneksel bilim insanı algısına sahip oldukları, bilim insanının çalışma ortamına ilişkin ise laboratuvar aletleri, teknoloji sembolleri ve kapalı ortam hariç geleneksel bilim insanı algısından uzaklaştıkları tespit edilmiştir.
Tartışma: Yeni nesil fen standartlarını yakalamak için öğrencilerin bilimsel gerçekleri, kanunları ve teorileri öğrenmelerinin yanı sıra, fen biliminin doğası ile ilgili doğru anlayışlara sahip olmaları da önem arz eder. Bilimin doğası ile ilgili doğru anlayışlara sahip olmanın ön koşullarından biri de bilimin öznesi konumunda olan bilim insanına ilişkin doğru bir imaja sahip olmaktır. Araştırmada, yapılacak etkinlikler ile öğrenme güçlüğü olan öğrencilerin çağdaş bilim insanı algılarına sahip olabilme potansiyelini taşıdıkları belirlenmiştir. Öğrenme güçlüğü olan öğrencilerin çağdaş bilim insanı algısına sahip olabilmelerini sağlayacak etkinliklerin öğretmenleri tarafından düzenlenmesi önerilmektedir.

Anahtar Kelimeler

Bilimin doğası bilim insanı algıları bilim insanı imajı bir bilim insanı çiz testi öğrenme güçlüğü

Etik Beyan

Bartın Üniversitesi Sosyal ve Beşeri Bilimler Etik Komisyonundan 29.03.2023 tarihli ve 07 numaralı toplantıda 2023-SBB-0211 numaralı ETİK KURUL ONAYI alınmıştır.

Destekleyen Kurum

TUBİTAK

Proje Numarası

1919B012215062

Teşekkür

Araştırmacılar maddi desteklerinden dolayı TUBİTAK'a minnettardır.

Kaynakça

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  • Patton, J. R., & Andre, K. E. (1989). Individualizing for science and social studies. In J. Wood (Ed.), Mainstreaming: A practical approach for teachers (pp. 301–351). Columbus, OH: Merrill.
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  • Sanders, S., Ennis, R.P. & Losinski, M. (2018). Effects of TWA on science text comprehension of students with emotional and behavior disorders in a special day school. Education and Treatment of Children, 41(4), 483-505. 10.1353/etc.2018.0026.
  • Sinclair, B.B., Long, C.S., Szabo, S. & Naizer, G. (2023). Investigating equitable representations in K-8 science textbook portrayal of scientists. Science & Education, https://doi.org/10.1007/s11191-023-00482-z.
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  • 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(3), 737–766. 10.1007/s11165-017-9636-0.
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  • Taasoobshirazi, G., Wagner, M., Brown, A. & Copeland, C. (2022). An evaluation of college students’ perceptions of statisticians. Journal of Statistics and Data Science Education, 30(2), 138-153. https://doi.org/10.1080/26939169.2022.2058655.
  • Thornton, A., McKissick, B.R., Spooner, F., Lo, Y.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. 10.1353/etc.2015.0027.
  • Terrazas-Arellanes, F. E., Gallard M, A. J., Strycker, L. A., & Walden, E. D. (2018). Impact of interactive online units on learning science among students with learning disabilities and English learners. International Journal of Science Education, 40(5), 498-518. https://doi.org/10.1080/09500693.2018.1432915.
  • Tosun, C. (2022). Bibliometric and content analyses of articles related to science education for special education students, International Journal of Disability, Development and Education, 69 (1), 352-369. https://doi.org/10.1080/1034912X.2021.2016659.
  • Tosun, C. (2024). Analysis of the last 40 years of science education research via bibliometrics methods. Science & Education, 33, 451-480. https://doi.org/10.1007/s11191-022-00400-9.
  • 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, 4, 506-524. https://doi.org/10.1080/02635143.2021.1901682.
  • Turgut, H., Öztürk, N. & Eş, H. (2017). Üstün zekalı öğrencilerin bilim ve bilim insanı algısı. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 423-440. https://doi.org/10.17240/aibuefd.2017.17.28551-304646.
  • Ürey, M., Karaçöp, A., Göksu, V. & Çolak, K. (2017). Fen ve sosyal bilimler kökenli öğretmen adaylarının bilim insanı algıları. YYÜ Eğitim Fakültesi Dergisi, XIV, 205-226. http://dx.doi.org/10.23891/yyuni.2017.8
  • Walls, L. (2022). A critical race theory analysis of the draw-a-scientist test: are they really that white?. Cultural Studies of Science Education, 17, 141-168. https://doi.org/10.1007/s11422-022-10107-6.
Toplam 79 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Özel Eğitim ve Engelli Eğitimi (Diğer)
Bölüm Makaleler
Yazarlar

İlayda Açikgöz 0009-0000-5832-9720

Ezgi Nur Kılıç 0009-0003-8180-4907

Cemal Tosun 0000-0002-1236-9548

Proje Numarası 1919B012215062
Erken Görünüm Tarihi 11 Nisan 2025
Yayımlanma Tarihi
Gönderilme Tarihi 1 Nisan 2024
Kabul Tarihi 24 Mart 2025
Yayımlandığı Sayı Yıl 2025 Erken Görünüm

Kaynak Göster

APA Açikgöz, İ., Kılıç, E. N., & Tosun, C. (2025). Investigation of Scientist Perceptions of Primary School Students with Learning Disabilities. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi1-17. https://doi.org/10.21565/ozelegitimdergisi.1462940




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