EXAMINATION OF STUDIES ON CONCEPT TEACHING FOR INDIVIDUALS WITH SPECIAL NEEDS IN TERMS OF CERTAIN VARIABLES: A SYSTEMATIC REVIEW

Bekir Bural; Bekir Öztürk

Makale detayları

EXAMINATION OF STUDIES ON CONCEPT TEACHING FOR INDIVIDUALS WITH SPECIAL NEEDS IN TERMS OF CERTAIN VARIABLES: A SYSTEMATIC REVIEW

Yazarlar:

Bekir Bural | Bekir Öztürk

Yayıncı:

Burdur Mehmet Akif Ersoy University

Dergi:

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi Issue 70, pp.211-238

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001316126

pISSN:

2146-5983

Anahtar kelimeler:

Özet:

 This study aims to examine the studies involving concept teaching practices with individuals with special needs conducted in Turkey between 2000 and 2021 according to different variables. In this study, systematic review method was used. An electronic search was conducted to determine the studies to be included. According to the inclusion-exclusion criteria of the study consisted of 29 graduate theses and articles in total were analyzed. It was observed that in 11 of these studies, simultaneous prompting and in 10 of the studies direct instruction methods were used as teaching methods. Moreover, it was noted that computer-assisted education applications were used either by itself or to support other teaching methods. When the dependent variables were examined, it was determined that geometric shapes and objects, descriptive concepts and colors were studied more. All of the studies used single-subject research models. The studies were generally organized in the classroom environment and in the form of one-to-one instruction and the majority of the participant group consisted of children with intellectual disabilities and autism spectrum disorders. Mostly generalization and follow-up data were collected in the studies, compared to social validity data. It was determined that all methods used in the studies were effective. It is thought that findings of this study will guide practitioners and researchers in this field in their studies on concept teaching.

 This study aims to examine the studies involving concept teaching practices with individuals with special needs conducted in Turkey between 2000 and 2021 according to different variables. In this study, systematic review method was used. An electronic search was conducted to determine the studies to be included. According to the inclusion-exclusion criteria of the study consisted of 29 graduate theses and articles in total were analyzed. It was observed that in 11 of these studies, simultaneous prompting and in 10 of the studies direct instruction methods were used as teaching methods. Moreover, it was noted that computer-assisted education applications were used either by itself or to support other teaching methods. When the dependent variables were examined, it was determined that geometric shapes and objects, descriptive concepts and colors were studied more. All of the studies used single-subject research models. The studies were generally organized in the classroom environment and in the form of one-to-one instruction and the majority of the participant group consisted of children with intellectual disabilities and autism spectrum disorders. Mostly generalization and follow-up data were collected in the studies, compared to social validity data. It was determined that all methods used in the studies were effective. It is thought that findings of this study will guide practitioners and researchers in this field in their studies on concept teaching.

 This study aims to examine the studies involving concept teaching practices with individuals with special needs conducted in Turkey between 2000 and 2021 according to different variables. In this study, systematic review method was used. An electronic search was conducted to determine the studies to be included. According to the inclusion-exclusion criteria of the study consisted of 29 graduate theses and articles in total were analyzed. It was observed that in 11 of these studies, simultaneous prompting and in 10 of the studies direct instruction methods were used as teaching methods. Moreover, it was noted that computer-assisted education applications were used either by itself or to support other teaching methods. When the dependent variables were examined, it was determined that geometric shapes and objects, descriptive concepts and colors were studied more. All of the studies used single-subject research models. The studies were generally organized in the classroom environment and in the form of one-to-one instruction and the majority of the participant group consisted of children with intellectual disabilities and autism spectrum disorders. Mostly generalization and follow-up data were collected in the studies, compared to social validity data. It was determined that all methods used in the studies were effective. It is thought that findings of this study will guide practitioners and researchers in this field in their studies on concept teaching.

 Bu araştırmanın amacı, 2000-2021 yılları arasında Türkiyede yapılmış özel gereksinimli bireylerle çalışılan kavram öğretimi uygulamalarının yer aldığı araştırmaların farklı değişkenlere göre incelenmesidir. Araştırmada sistematik derleme yöntemi kullanılmıştır. Araştırmaya dahil edilecek çalışmaların belirlenmesi için elektronik ortamda tarama yapılmıştır. Dâhil etme-hariç tutma ölçütlerine göre belirlenen lisansüstü tez ve makalelerden oluşan toplam 29 çalışma incelenmiştir. Bu çalışmaların 11 tanesinde öğretim yöntemi olarak yanlışsız öğretim yöntemlerinden eş zamanlı ipucuyla öğretim ve 10 tanesinde ise doğrudan öğretim yönteminin kullanıldığı görülmüştür. Ayrıca bilgisayar destekli eğitim uygulamalarının diğer öğretim yöntemlerini destekleyici nitelikte ya da tek başına kullanıldığı göze çarpmaktadır. Bağımlı değişkenlere bakıldığında geometrik şekil ve cisimlerin, niteleme bildiren kavramların ve renklerin daha çok çalışıldığı belirlenmiştir. Çalışmaların tamamında tek denekli araştırma modelleri kullanılmıştır. Çalışmalar genellikle sınıf ortamında ve birebir öğretim şeklinde düzenlenmiş olup, katılımcıların çoğunluğunu zihinsel yetersizliği ve otizm spektrum bozukluğu olan çocuklar oluşturmaktadır. Çalışmalarda genelleme ve izleme verilerinin sosyal geçerlilik verilerine göre daha çok toplandığı görülmektedir. İncelenen çalışmalarda kullanılan tüm yöntemlerin etkili olduğu belirlenmiştir. Sonuç olarak bu çalışma bulgularının alandaki uygulayıcı ve araştırmacılara kavram öğretimi ile ilgili yapacakları çalışmalarda yol gösterici olacağı düşünülmektedir.

Makale detayları

EXAMINATION OF STUDIES ON CONCEPT TEACHING FOR INDIVIDUALS WITH SPECIAL NEEDS IN TERMS OF CERTAIN VARIABLES: A SYSTEMATIC REVIEW

Yazarlar:

Bekir Bural | Bekir Öztürk

Yayıncı:

Burdur Mehmet Akif Ersoy University

Dergi:

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi Issue 70, pp.211-238

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001316126

pISSN:

2146-5983

Special Education

Individual with Special Needs

Concept Teaching

Systematic ReviewÖzel Eğitim

Özel Gereksinimli Birey

Kavram Öğretimi

Sistematik Derleme

Sayı

Makale detayları

Yazarlar: Bekir Bural | Bekir Öztürk

Yayıncı: Burdur Mehmet Akif Ersoy University

Dergi: Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi Issue 70, pp.211-238

Belge Tipi: Makale

Yayın Tarihi: 4/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001316126

pISSN: 2146-5983

Sayı

Yazarlar:

Bekir Bural | Bekir Öztürk

Yayıncı:

Burdur Mehmet Akif Ersoy University

Dergi:

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi Issue 70, pp.211-238

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001316126

pISSN:

2146-5983