Evaluation of the Implementation of the Universal Design-Based Learning Model in Secondary School Level Based on Teacher’s and Students’ Experiences

Fahriye Hayırsever; Ümmühan Güliz Orhan; Muhammet Gel; Ayşe Seis

Makale detayları

Evaluation of the Implementation of the Universal Design-Based Learning Model in Secondary School Level Based on Teacher’s and Students’ Experiences

Yazarlar:

Fahriye Hayırsever | Ümmühan Güliz Orhan | Muhammet Gel | Ayşe Seis

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitim Programları ve Öğretim (Diğer) | Türkçe Eğitimi | Kapsayıcı Eğitim

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.23 Issue 1, pp.1114-1153

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001342085

pISSN:

2459-1912

Anahtar kelimeler:

Özet:

 The study aims to evaluate the implementation of the Universal Design-Based Learning Model at the secondary school level, reflecting the experiences of both teacher and students. A qualitative case study approach was utilized, involving a group of 20 seventh-grade students from a public secondary school and the teacher responsible for the implementation. The model was applied over four weeks, totaling 20 course hours during Turkish course. Data were collected through teacher and student reflective diaries, as well as semi-structured interviews, and were analyzed using content analysis. Students reported that the lessons were active and interactive, utilizing multiple methods of representation and expression, which encouraged the development of different perspectives. The teacher noted that the model highlighted students individual differences. However, some students felt the learning process was tiring due to the expectation of active participation in class. Since the Universal Design-Based Learning Model values individual differences and aims to eliminate barriers to learning, educators can effectively implement it across all levels and areas of the education system.

 The study aims to evaluate the implementation of the Universal Design-Based Learning Model at the secondary school level, reflecting the experiences of both teacher and students. A qualitative case study approach was utilized, involving a group of 20 seventh-grade students from a public secondary school and the teacher responsible for the implementation. The model was applied over four weeks, totaling 20 course hours during Turkish course. Data were collected through teacher and student reflective diaries, as well as semi-structured interviews, and were analyzed using content analysis. Students reported that the lessons were active and interactive, utilizing multiple methods of representation and expression, which encouraged the development of different perspectives. The teacher noted that the model highlighted students individual differences. However, some students felt the learning process was tiring due to the expectation of active participation in class. Since the Universal Design-Based Learning Model values individual differences and aims to eliminate barriers to learning, educators can effectively implement it across all levels and areas of the education system.

 The study aims to evaluate the implementation of the Universal Design-Based Learning Model at the secondary school level, reflecting the experiences of both teacher and students. A qualitative case study approach was utilized, involving a group of 20 seventh-grade students from a public secondary school and the teacher responsible for the implementation. The model was applied over four weeks, totaling 20 course hours during Turkish course. Data were collected through teacher and student reflective diaries, as well as semi-structured interviews, and were analyzed using content analysis. Students reported that the lessons were active and interactive, utilizing multiple methods of representation and expression, which encouraged the development of different perspectives. The teacher noted that the model highlighted students individual differences. However, some students felt the learning process was tiring due to the expectation of active participation in class. Since the Universal Design-Based Learning Model values individual differences and aims to eliminate barriers to learning, educators can effectively implement it across all levels and areas of the education system.

 Araştırmada Evrensel Tasarıma Dayalı Öğrenme Modelinin ortaokul kademesinde uygulanmasının öğretmen ve öğrencilerin deneyimlerine göre değerlendirilmesi amaçlanmaktadır ve nitel araştırma desenlerinden durum çalışması kullanılmıştır. Çalışma grubu, bir devlet ortaokulunun 7. sınıfında öğrenim gören 20 öğrenci ve uygulamayı yürüten öğretmenden oluşmaktadır. Evrensel tasarımın temel ilkelerine uygun olarak Türkçe dersinde dört hafta, 20 ders saati uygulama yapılmıştır. Öğretmen ve öğrenci yansıtıcı günlükleri ve yarı yapılandırılmış görüşme formlarıyla toplanan veriler, içerik analizi yöntemiyle analiz edilmiştir. Bu modele ilişkin öğrenciler, aktif ve etkileşimli bir ders olduğunu, çoklu temsil ve ifade araçlarını kullandıklarını, farklı bakış açısı geliştirdiklerini belirtmişlerdir. Öğretmen bu model ile öğrencilerin bireysel farklılıklarına daha fazla önem verdiğini ifade etmiştir. Bazı öğrenciler ise, derste aktif olmalarının beklenmesi sebebiyle, öğrenme sürecini zaman zaman yorucu bulduklarını belirtmiştir. Evrensel Tasarıma Dayalı Öğrenme Modeli, bireysel farklılıkların değerine ve öğrenmenin önündeki engellerin ortadan kaldırılmasına odaklandığından, eğitimciler tarafından eğitim sisteminin her kademesinde ve alanında uygulanabilir.

Makale detayları

Evaluation of the Implementation of the Universal Design-Based Learning Model in Secondary School Level Based on Teacher’s and Students’ Experiences

Yazarlar:

Fahriye Hayırsever | Ümmühan Güliz Orhan | Muhammet Gel | Ayşe Seis

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitim Programları ve Öğretim (Diğer) | Türkçe Eğitimi | Kapsayıcı Eğitim

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.23 Issue 1, pp.1114-1153

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001342085

pISSN:

2459-1912

Universal design

Universal Design-Based Learning Model

Turkish course

Individual differencesEvrensel tasarım

Evrensel Tasarıma Dayalı Öğrenme Modeli

Türkçe dersi

Bireysel farklılıklar

Sayı

Makale detayları

Yazarlar: Fahriye Hayırsever | Ümmühan Güliz Orhan | Muhammet Gel | Ayşe Seis

Yayıncı: Gazi University

Ana Başlıklar: Eğitim Programları ve Öğretim (Diğer) | Türkçe Eğitimi | Kapsayıcı Eğitim

Dergi: Türk Eğitim Bilimleri Dergisi Vol.23 Issue 1, pp.1114-1153

Belge Tipi: Makale

Yayın Tarihi: 4/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001342085

pISSN: 2459-1912

Sayı

Yazarlar:

Fahriye Hayırsever | Ümmühan Güliz Orhan | Muhammet Gel | Ayşe Seis

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitim Programları ve Öğretim (Diğer) | Türkçe Eğitimi | Kapsayıcı Eğitim

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.23 Issue 1, pp.1114-1153

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001342085

pISSN:

2459-1912