Özel eğitime gereksinim duyan çocuklarda makey makey ile kavram öğretiminin etkililiği
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Dosyalar
Tarih
2020
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Hakan Sarı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, Türkiye’de yeni yeni kullanılmaya başlayan, eğitim içinde yerini almaya başlayan Makey Makey ile hazırlanan Scratch Programla ile programlanan etkinliklerin gömülü öğretim yönteminde ipucunun zamanla azaltılması ile otizmli çocuklara kavram öğretimindeki etkililiği araştırılmıştır. Bu araştırma, tek denekli araştırma yöntemlerinden çoklu yoklama modeli kullanılarak yapılmıştır. Öğrenmenin kalıcı olup olmadığı, uygulama tamamlandıktan sonra 1., 2. ve 4. haftalarda izleme oturumları ile kontrol edilmiştir. Araştırmada genelleme bulguları ön-test ve son-test sonuçlarına göre belirlenmiştir. Araştırmada günlük yoklama, toplu yoklama, öğretim, izleme ve genelleme yoklamaları düzenlenmiştir. Oturumların hepsi birebir öğretim olacak şekilde planlanmıştır. Araştırmada etkililik ve güvenirlik verileri toplanmıştır. Verilerin analizinde, grafiksel analiz yöntemlerinden çizgisel grafik kullanılmıştır. Araştırmanın bulguları incelendiğinde, Makey Makey ile hazırlanan Scratch Programla ile programlanan etkinliklerin gömülü öğretim yönteminde ipucunun zamanla azaltılması ile otizmli çocuklara kavram öğretmede etkili olduğu belirlenmiştir. Ayrıca araştırma analiz sonuçlarına göre, deneklerin kalıcılık ve genelleme yüzdelerinin yüksek oranda çıktığı görülmüştür.
It is very important for children with the diagnosis of ASD to learn the skill and generalize the skill they acquired to different people, different environments, tools, and equipment. Various technologies can be used in the teaching processes of individuals with ASD. It is known that technology can help these individuals gain independent life skills. There are studies aiming at providing social skills training with technical support to individuals diagnosed with ASD and examining the effectiveness of the technologies. In this study, Makey Makey technology was used. Makey Makey has unique values as it is one of the first studies in which concept teaching was supported with Makey. In this study, the effectiveness of the activities programmed with the Scratch Program prepared with a Makey Makey in the conceptual teaching of children with autism has been investigated by the method of reducing the hint over time in the embedded teaching method. With the Scratch Program prepared with Makey Makey, it is aimed to test the effectiveness of embedded teaching, which is carried out by the method of reducing the clue step by step, in teaching children with ASD and answers the following questions for this basic purpose. 1. With the Scratch Program prepared with Makey Makey, is the embedded instruction carried out by step-by-step reduction method effective in teaching the targeted concepts in children with ASD? 2. With the Scratch Program prepared with Makey Makey, the concepts taught with the embedded teaching method realized by the method of reducing the clue step by step, did the concepts that were taught in the children with ASD become permanent after 1,2 and 4 weeks? 3. With the Scratch Program prepared with Makey Makey, can the concepts teach to children diagnosed with ASD be generalized with the embedded teaching method realized by the step-by-step reduction method? The multiple-polling model is used for single-subject research methods. Participants consist of 3 students, 2 boys, and 1 girl, who were diagnosed with a mild autism spectrum disorder. Whether the learning is permanent or not has been checked by monitoring sessions at the 1st, 2nd, and 4th weeks after the application is completed. In the research, generalize findings were determined according to the pretest and posttest results. In the research, collective and daily polling, monitoring, teaching, and generalization sessions were organized during the research process. All sessions were conducted as one-to-one teaching. In the research, inter observer reliability and application reliability data were collected. Linear graphics, one of the graphical analysis methods, were used in the analysis of the data. It has been determined that the activities programmed with the Scratch Program prepared with Makey Makey are effective in teaching the concept to children with autism by reducing the hint over time in the embedded teaching method. In addition, according to the results of the research, analysis, it was observed that the percentages of the subjects were permanent and generalized. Based on these findings, it can be said that Makey Makey technology may be a method that can be used in teaching other skills to children with ASD.
It is very important for children with the diagnosis of ASD to learn the skill and generalize the skill they acquired to different people, different environments, tools, and equipment. Various technologies can be used in the teaching processes of individuals with ASD. It is known that technology can help these individuals gain independent life skills. There are studies aiming at providing social skills training with technical support to individuals diagnosed with ASD and examining the effectiveness of the technologies. In this study, Makey Makey technology was used. Makey Makey has unique values as it is one of the first studies in which concept teaching was supported with Makey. In this study, the effectiveness of the activities programmed with the Scratch Program prepared with a Makey Makey in the conceptual teaching of children with autism has been investigated by the method of reducing the hint over time in the embedded teaching method. With the Scratch Program prepared with Makey Makey, it is aimed to test the effectiveness of embedded teaching, which is carried out by the method of reducing the clue step by step, in teaching children with ASD and answers the following questions for this basic purpose. 1. With the Scratch Program prepared with Makey Makey, is the embedded instruction carried out by step-by-step reduction method effective in teaching the targeted concepts in children with ASD? 2. With the Scratch Program prepared with Makey Makey, the concepts taught with the embedded teaching method realized by the method of reducing the clue step by step, did the concepts that were taught in the children with ASD become permanent after 1,2 and 4 weeks? 3. With the Scratch Program prepared with Makey Makey, can the concepts teach to children diagnosed with ASD be generalized with the embedded teaching method realized by the step-by-step reduction method? The multiple-polling model is used for single-subject research methods. Participants consist of 3 students, 2 boys, and 1 girl, who were diagnosed with a mild autism spectrum disorder. Whether the learning is permanent or not has been checked by monitoring sessions at the 1st, 2nd, and 4th weeks after the application is completed. In the research, generalize findings were determined according to the pretest and posttest results. In the research, collective and daily polling, monitoring, teaching, and generalization sessions were organized during the research process. All sessions were conducted as one-to-one teaching. In the research, inter observer reliability and application reliability data were collected. Linear graphics, one of the graphical analysis methods, were used in the analysis of the data. It has been determined that the activities programmed with the Scratch Program prepared with Makey Makey are effective in teaching the concept to children with autism by reducing the hint over time in the embedded teaching method. In addition, according to the results of the research, analysis, it was observed that the percentages of the subjects were permanent and generalized. Based on these findings, it can be said that Makey Makey technology may be a method that can be used in teaching other skills to children with ASD.
Açıklama
Anahtar Kelimeler
Otizm, Özel Eğitim, Makey Makey, Gömülü Öğretim, Kavram Öğretimi, Autism, Special Education, Makey Makey, Embedded Teaching, Concept Teaching
Kaynak
Turkish Special Education Journal: International
WoS Q Değeri
Scopus Q Değeri
Cilt
2
Sayı
2
