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Otizmli Öğrencilere Basamak Değerinin Öğretiminde Somut-Yarı Somut-Soyut Öğretim Stratejisinin Etkililiği

Year 2022, Volume: 8 Issue: 2, 480 - 499, 30.07.2022
https://doi.org/10.31592/aeusbed.1100487

Abstract

Araştırmanın amacı otizm spektrum bozukluğu (OSB) olan öğrencilere basamak değerinin öğretiminde somut-yarı somut-soyut öğretim stratejisinin (CRA) etkililiğini belirlemektir. Bu amacın yanı sıra öğretim tamamlandıktan sonra CRA stratejisi ile yapılan öğretimlerin farklı kişi ve uyaranlarda genelleme etkisi, öğretim sona erdikten onuncu ve yirminci günlerde izleme etkisi ve bu strateji hakkında öğretmenlerin görüşlerini belirlemeye yönelik sosyal geçerliliği araştırılmıştır. Araştırmada tek denekli araştırma yöntemlerinden yoklama denemeli denekler arası çoklu yoklama modeli kullanılmıştır. Araştırmanın bağımlı değişkeni araştırmaya katılan öğrencilerin basamak değerine ilişkin işlemleri gerçekleştirme düzeyleri, bağımsız değişkeni ise somut-yarı somut-soyut öğretim stratejisi ile yapılan öğretimdir. Araştırmanın katılımcılarını Tekirdağ’ da yaşayan, OSB tanısı almış, yaşları 8-12 arasında değişen üç erkek öğrenciyle gerçekleştirilmiştir. Uygulama sürecinde toplanan veriler görsel analiz ile analiz edilmiştir. Araştırmanın sonucunda OSB’li öğrencilere basamak değerinin öğretiminde CRA stratejisinin etkili olduğu görülmüştür. Ayrıca öğrencilerin kazandıkları bu becerileri öğretim bittikten sonraki onuncu ve yirminci günlerde koruyabildikleri, bu beceriyi farklı kişi ve uyaranlara genelleyebildikleri ve öğretmenlerin araştırma hakkındaki görüşlerinin olumlu olduğu sonucuna varılmıştır.

References

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  • Akbayır, K. ve Akça, A. (2017). An investigation on how much the secondary school students learn the place value concept in natural numbers. Journal Of Social and Humanities Sciences Research, 4 (15), 2149-2158.
  • Allen, K. E. and Cowdery, G. E. (2015). The exceptional child: Inclusion in early childhood education (8th ed.). Stanford, CT: Wadsworth Cengage Learning
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  • Aydemir, T. (2017). Zihin yetersizliği olan öğrencilere temel çarpma işleminin öğretiminde iki öğretim uygulamasının etkililik ve verimlilik yönünden karşılaştırması. Doktora Tezi, Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.
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  • Bruner, J. S. (1966).Toward a theory of instruction. USA: Harvard University Press.
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  • Carmack, C. M. (2011). Investigating the effects of addition with regrouping strategy ınstruction among elementary students with learning disabilities. Doktara Tezi, University of Nevada, Las Vegas.
  • Cease-Cook, J. J. (2013). The effects of concrete-representational-abstract sequence of instruction on solving equations using inverse operations with high school students with mild intellectual disability. Doktora Tezi, The University of North Carolina, Charlotte.
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  • Flores, M.M., Hinton, V.M., Strozier S.D. and Terry, S.L. (2014). Using the Concrete representational-abstract Sequence and the Strategic Instruction Model to Teach Computation to Students with Autism Spectrum Disorders and Developmental Disabilities. Education and Training in Autism and Developmental Disabilities, 49 (4), 547–554.
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  • Kanner, L. (1943). Autistic disturbances of affective contact. The Nervous Child, 2(3), 217–250.
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  • Kurth, A. J. and Mastergeorge, A. M. (2010). Academic and cognitive profiles of students with autism: implications for classroom practice and placement. International Journal of Special Education, 25(2), 8-14.
  • Maccini, P. ve Ruhl, K. L. (2000). Effects of a graduated instructional strategy on the algerbraic subtraction of integers by secondary students with learning disabilities. Education and Treatment of Children, 23(4), 465-489.
  • Mayes, S. D. and Calhoun, S. L. (2003). Analysis of WISC-III, Stanford-Binet: IV, and academic achievement test scores in children with autism. Journal of Autism and Developmental Disorders, 33(3), 329-341.
  • Milli Eğitim Bakanlığı. (2018a). Orta-ağır zihinsel engeli ve otizm spektrum bozukluğu olan öğrenciler için matematik dersi öğretim programı I. Kademe (1,2,3 ve 4. Sınıf). http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=956 adresinden 08.04.20222 tarihinde erişilmiştir.
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  • Morano, S., Flores, M.M., Hinton, V. and Meyer, J. (2020). A comparison of concrete-representational-abstract and concrete-representational-abstract-ıntegrated fraction ınterventions for students with disabilities. Exceptionality, 28 (2), 77-91. https://doi.org/10.1080/09362835.2020.1727328
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Year 2022, Volume: 8 Issue: 2, 480 - 499, 30.07.2022
https://doi.org/10.31592/aeusbed.1100487

Abstract

References

  • Agrawal, J. And Morin, L.L. (2016). Evidence-based practices: applications of concrete representational abstract framework across math concepts for students with mathematics disabilities. Learning Disabilities Research & Practice, 31(1), 34-44, http://dx.doi.org/10.1111/ldrp. 12093
  • Akbayır, K. ve Akça, A. (2017). An investigation on how much the secondary school students learn the place value concept in natural numbers. Journal Of Social and Humanities Sciences Research, 4 (15), 2149-2158.
  • Allen, K. E. and Cowdery, G. E. (2015). The exceptional child: Inclusion in early childhood education (8th ed.). Stanford, CT: Wadsworth Cengage Learning
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
  • Aydemir, T. (2017). Zihin yetersizliği olan öğrencilere temel çarpma işleminin öğretiminde iki öğretim uygulamasının etkililik ve verimlilik yönünden karşılaştırması. Doktora Tezi, Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Bouck, E., Park, J. ve Nickell, B. (2017). Using the concrete-representational-abstract approach to support studentswith intellectual disability to solve change-making problems. Research in Developmental Disabilities, 60, 24-36. https://doi.org/10.1016/j.ridd.2016.11.006
  • Bruner, J. S. (1966).Toward a theory of instruction. USA: Harvard University Press.
  • Burney, S.L. (2015). Interventions to ımprove student achievement in mathematics for middle school students with autism. Retrieved from https://kb.gcsu.edu/eds/10/.
  • Carmack, C. M. (2011). Investigating the effects of addition with regrouping strategy ınstruction among elementary students with learning disabilities. Doktara Tezi, University of Nevada, Las Vegas.
  • Cease-Cook, J. J. (2013). The effects of concrete-representational-abstract sequence of instruction on solving equations using inverse operations with high school students with mild intellectual disability. Doktora Tezi, The University of North Carolina, Charlotte.
  • Centers for Disease Control and Prevention (2020). Prevalence of Autism Spectrum Disorder Among Children Aged 8 Years- Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2016. MMWR Surveill Summ, 69 (4), 1-12.
  • Charman, T., Jones, C. R. G., Pickles, A., Simonoff, E., Baird, G. and Happe, F. (2011). Defining the cognitive phenotype of autism. Brain Research, 1380, 10-21. https://doi.org/10.1016/j.brainres.2010.10.075
  • Chiang, H. M. and Lin, Y. H. (2007). Mathematical ability of students with Asperger syndrome and high-functioning autism a review of literature. Autism, 11 (6), 547-556, https://doi.org/10.1177/1362361307083259
  • Dağseven, D. (2001). Zihinsel engelli öğrencilere, temel toplama ve saat okuma becerilerinin kazandırılması, sürekliliği ve genellenebilirliğinde doğrudan ve basamaklandırılmış öğretim yaklaşımlarına göre hazırlanan öğretim materyallerinin farklılaşan etkililiği. Yüksek Lisans Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Dickerson-Mayes, S. and Calhoun, S. L. (2003). Analysis of WISC-III, Stanford-Binet: IV, and academic achievement test scores in children with autism. Journal of Autism and Developmental Disorders, 33 (3), 329-341. https://doi.org/10.1023/a:1024462719081
  • Diken, İ. H. (2013). Otistik bozukluğu olan öğrenciler. İ.H. Diken (Ed.). Özel eğitime gereksinimi olan öğrenciler ve özel eğitim içinde (ss. 409-447). Ankara: Pegem Akademi.
  • Dinç-Artut, P. ve Tarım, K. (2006). İlköğretim öğrencilerinin basamak değer kavramı anlama düzeyleri. Eğitimde Kuram ve Uygulama, 2(1), 26-36.
  • Donlan, C. (Ed.). (2007). Mathematical development in children with specific language impairments. Baltimore: Brookes.
  • Erkaraman, H. K. (2021). Otizm spektrum bozukluğu gösteren öğrencilere basamak değerinin öğretiminde somut- yarı somut- soyut öğretim stratejisinin etkililiği. Yüksek Lisans Tezi, Abant İzzet Baysal Üniversitesi, Eğitim Bilimleri Enstitüsü, Bolu.
  • Ferreira, D. (2009). Effects of explicit subtraction instruction on fifth grade students with learning disabilities. Doktora Tezi, University of Nevada, Las Vegas.
  • Flores, M.M. (2009). Teaching subtracting with regrouping to students experiencing difficulty in mathematics. Preventing School Failure, 53(3), 145-152. https://doi.org/10.3200 / PSFL.53.3.145-152
  • Flores, M.M., Hinton, V.M. and Schweck, K.B. (2014). Teaching multiplication with regrouping to students with learning disabilities. Learning Disabilities Research & Practice, 29 (4), 171-183.
  • Flores, M.M., Hinton, V.M., Strozier S.D. and Terry, S.L. (2014). Using the Concrete representational-abstract Sequence and the Strategic Instruction Model to Teach Computation to Students with Autism Spectrum Disorders and Developmental Disabilities. Education and Training in Autism and Developmental Disabilities, 49 (4), 547–554.
  • Fuchs, L. S., Compton, D. L., Fuchs, D., Paulsen, K., Bryant, J. D. and Hamlett, C. L. (2005). The prevention, identification, and cognitive determinants of math difficulty. Journal of Educational Psychology, 97(3), 493-513. https://doi.org/10.1037/0022-0663.97.3.493
  • Fyfe, E. R., McNeil, N. M., Son, J. Y.and Goldstone, R. L. (2014). Concreteness fading in mathematics and science instruction: A systematic review. Educational Psychology Review, 26(1), 9–25. https://doi.org/10.1007/s10648-014-9249-3
  • Hartnedy, S., Mozzoni, M., & Fahoum, Y. (2005). The effect of fluency training on math and reading skills in neuropsychiatric diagnosis children: A multiple baseline design. Behavioral Interventions, 20(1), 27-36. https://doi.org/10.1002/bin.167
  • Heward, W. L. (2009). Exceptional children: An intorduction to special education (9th ed.). Upper Saddle River, NJ: Merrill/Pearson Education.
  • Hord, C. ve Xin, Y.P. (2015). Teaching area and volume to students with mild intellectual disability. The Journal of Special Education, 49 (2), 118-128. https://doi.org/10.1177/0022466914527826
  • Kanner, L. (1943). Autistic disturbances of affective contact. The Nervous Child, 2(3), 217–250.
  • Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied settings. USA:Oxford University Press. Korkmaz, B. (2010). Otizm: Klinik ve nörobiyolojik özellikleri, erken tanı, tedavi ve bazı güncel gelişmeler. Türk Pediatri Arşivi Dergisi, 45 (1), 37-44.
  • Kurth, A. J. and Mastergeorge, A. M. (2010). Academic and cognitive profiles of students with autism: implications for classroom practice and placement. International Journal of Special Education, 25(2), 8-14.
  • Maccini, P. ve Ruhl, K. L. (2000). Effects of a graduated instructional strategy on the algerbraic subtraction of integers by secondary students with learning disabilities. Education and Treatment of Children, 23(4), 465-489.
  • Mayes, S. D. and Calhoun, S. L. (2003). Analysis of WISC-III, Stanford-Binet: IV, and academic achievement test scores in children with autism. Journal of Autism and Developmental Disorders, 33(3), 329-341.
  • Milli Eğitim Bakanlığı. (2018a). Orta-ağır zihinsel engeli ve otizm spektrum bozukluğu olan öğrenciler için matematik dersi öğretim programı I. Kademe (1,2,3 ve 4. Sınıf). http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=956 adresinden 08.04.20222 tarihinde erişilmiştir.
  • Milli Eğitim Bakanlığı. (2018b). Orta-ağır zihinsel engeli ve otizm spektrum bozukluğu olan öğrenciler için matematik dersi öğretim programı II. Kademe (5,6,7 ve 8. Sınıf). http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=966 adresinden 08.04.20222 tarihinde erişilmiştir.
  • Milli Eğitim Bakanlığı. (2018c). Orta-ağır zihinsel engeli ve otizm spektrum bozukluğu olan öğrenciler için matematik dersi öğretim programı III. Kademe (9,10,11 ve 12. Sınıf). http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=976 adresinden 08.04.20222 tarihinde erişilmiştir.
  • Mills, G. E. and Gay, L. R. (2016). Educational research: Competencies for analysis and applications. London, England: Pearson.
  • Minshew, N. J., Goldstein, G., Taylor, H. G. and Siegel, D. J. (1994). Academic achievement in high functioning autistic individuals. Journal of Clinical and Experimental Neuropsychology, 16(5), 261-270. https://doi.org/10.1080/01688639408402680
  • Morano, S., Flores, M.M., Hinton, V. and Meyer, J. (2020). A comparison of concrete-representational-abstract and concrete-representational-abstract-ıntegrated fraction ınterventions for students with disabilities. Exceptionality, 28 (2), 77-91. https://doi.org/10.1080/09362835.2020.1727328
  • Morin, V. and Miller, S. P. (1998). Teaching multiplication to middle school students with mental retardation. Education and Treatment of Children, 21(1), 22 – 36.
  • Mutlu, Y. ve Sarı, M.H. (2019). İlkokul öğrencilerinin basamak değeri kavrayışlarının geliştirilmesi. Kastamonu Education Journal, 27 (2), 657-667. https://doi.org/10.24106/kefdergi. 2645
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There are 57 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Hatice Kübra Erkaraman 0000-0002-6803-4552

Ahmet Yıkmış 0000-0002-1143-1207

Nesime Kübra Terzioğlu 0000-0002-2041-5049

Publication Date July 30, 2022
Submission Date April 8, 2022
Published in Issue Year 2022 Volume: 8 Issue: 2

Cite

APA Erkaraman, H. K., Yıkmış, A., & Terzioğlu, N. K. (2022). Otizmli Öğrencilere Basamak Değerinin Öğretiminde Somut-Yarı Somut-Soyut Öğretim Stratejisinin Etkililiği. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(2), 480-499. https://doi.org/10.31592/aeusbed.1100487