Zihin yetersizliği olan öğrencilere problem çözme becerisinin öğretiminde şemaya dayalı öğretim stratejisinin etkisi
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Tarih
2018
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info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, doğrudan öğretim yöntemiyle sunulan şemaya dayalı öğretim stratejisinin zihin yetersizliği olan öğrencilerin matematik problemi çözme performansları üzerindeki etkisi araştırılmıştır. Araştırmanın bağımlı değişkeni, araştırmaya katılan öğrencilerin temel toplama ve temel çıkarma işlemlerini içeren problemleri çözme düzeyidir. Bağımsız değişkeni ise, doğrudan öğretim yöntemiyle sunulan şemaya dayalı öğretim stratejisidir. Araştırmaya 9-13 yaş grubunda yer alan iki erkek ve bir kız olmak üzere zihin yetersizliği olan üç öğrenci katılmıştır. Araştırmada, matematik dersi kapsamında yer alan gruplama problemleri kullanılmıştır. Araştırma, denekler arası yoklama evreli çoklu yoklama modeline göre desenlenmiştir. Araştırmada elde edilen veriler grafiksel olarak analiz edilmiş ve grafikler niteliksel olarak yorumlanmıştır. Araştırma kapsamında gözlemciler arası güvenirlik ve uygulama güvenirliği olmak üzere iki tür güvenirlik verisi toplanmıştır. Araştırma sonucunda; zihinsel yetersizliği olan öğrencilere doğrudan öğretim yöntemiyle sunulan şemaya dayalı öğretim stratejisinin etkili olduğu görülmüştür. Ayrıca araştırmaya katılan öğrencilerin kazandıkları beceriyi öğretim bittikten 20 gün sonra da koruyabildikleri, öğrencilerin tamamının kazandıkları beceriyi farklı ortam ve araç gerece genelleyebildikleri ve öğretmenlerin şemaya dayalı öğretim stratejisi hakkındaki görüşlerinin olumlu olduğu sonucuna ulaşılmıştır.
In this study, the effect of the schema-based problem solving strategy presented by the direct teaching method on the performance of the students with mental retardation on solving the math problem was investigated. The dependent variable of the research is the ability to solve the problems involving the basic addition and subtraction of the students participating in the research. The independent variable is the schemabased teaching strategy presented by direct teaching method. Three students with mental retardation, including two boys and one girl, aged 9- 13 years, participated in the research. In the research, grouping problems from math problem types are used. The research was designed from a multiple probe design across subjects. The data obtained in the study is analyzed graphically and the graphics are interpreted qualitatively. The research findings show that the schema-based problem solving strategy improves the problem solving performance of the students participating in the research, and this increase continues 20 days after the end of the teaching period. It is determined that the schema-based instructional strategy presented by direct practitioners frequently used by practitioners is effective in solving grouping problems of students with mental retardation. When research findings are taken into account, it is suggested that teachers working with special needs students should be taught problem solving skills by using the schematic-based instructional strategy presented with direct teaching method, for the advanced researches, comparison and exchange problem types can be studied with the schema-based instructional strategy presented by direct teaching method.
In this study, the effect of the schema-based problem solving strategy presented by the direct teaching method on the performance of the students with mental retardation on solving the math problem was investigated. The dependent variable of the research is the ability to solve the problems involving the basic addition and subtraction of the students participating in the research. The independent variable is the schemabased teaching strategy presented by direct teaching method. Three students with mental retardation, including two boys and one girl, aged 9- 13 years, participated in the research. In the research, grouping problems from math problem types are used. The research was designed from a multiple probe design across subjects. The data obtained in the study is analyzed graphically and the graphics are interpreted qualitatively. The research findings show that the schema-based problem solving strategy improves the problem solving performance of the students participating in the research, and this increase continues 20 days after the end of the teaching period. It is determined that the schema-based instructional strategy presented by direct practitioners frequently used by practitioners is effective in solving grouping problems of students with mental retardation. When research findings are taken into account, it is suggested that teachers working with special needs students should be taught problem solving skills by using the schematic-based instructional strategy presented with direct teaching method, for the advanced researches, comparison and exchange problem types can be studied with the schema-based instructional strategy presented by direct teaching method.
Açıklama
Anahtar Kelimeler
Doğrudan Öğretim, Problem Çözme, Şemaya Dayalı Öğretim Stratejisi, Direct Instruction, Mental Retardation, Problem Solving, Schema-Based Instruction, Grouping Problem
Kaynak
Kalem Uluslararası Eğitim ve İnsan Bilimleri Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
8
Sayı
15
