Barrier-Free Science Education for Visually Impaired Students: An Activity for Life Cycle in Plants
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Published
Jan 30, 2023
Abstract
This research aims to design and apply a lesson plan to satisfy 3rd-grade inclusive education students’ individual learning needs on the subject of plant life cycle, and to develop three instruction materials based on this lesson plan. In the first stage of this three-staged research, visually impaired students’ individual learning needs were determined by conducting workshops with science teachers, elementary school teachers, and special education teachers. Then, the learning outcomes of science education programs were determined. In the second stage, teaching materials suitable for students’ personal characteristics were designed by the teachers after assessing the students’ needs. Visually impaired students also participated in the process of developing the educational material. In the last stage, students were taught according to the lesson plan with the materials prepared according to the 5E learning model. After the lessons, data were collected through semi-structured interview forms to determine the students’ opinions on the lessons and materials. Descriptive analysis was used to analyze the qualitative data obtained. The research results showed that the teaching material responded to the needs of the students and contributed positively to their conceptual learning.
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Keywords
5E Instructional Model, Plant Life Cycle, Science Education, Visually Impaired Students
Supporting Agencies
This study was funded by the Sabancı Foundation Grant Programs with the Accessible Science Education for Students with Visual Impairment (http://engelsizfenogretimi.com).
References
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Aslan, C. (2016). “Assistive Technologies for the Visually Impaired.” In Special education and assistive technologies, Edited by Salih Çakmak, 56-92. Ankara: Vize Publishing.
Ataman, A. (2012). “Basics of Special Education.’ In Mainstreaming Practices and Special Education for Primary Education Teachers”, Edited by Ayşegül Ataman, 3-54. Ankara: Vize Publishing.
Atila, G. (2017). The Difficulties Encountered in Science Courses by Visually Impaired Middle School Students. Master Thesis, Atatürk University, Turkey.
Ayvacı, H.Ş. & Bakırcı, H. (2012). Examination of science and technology teachers’ views on science teaching processes in terms of 5E model. Journal of Turkish Science Education, 9(2):132-151. Available at: https://search.trdizin.gov.tr/yayin/detay/137626/fen-ve-teknoloji-ogretmenlerinin-fen-ogretim-surecleriyle-ilgili-goruslerinin-5e-modeli-acisindan-incelenmesi
Bargerhuff, M. E. (2013). Meeting the needs of students with disabilities in a STEM school. American Secondary Education, 41(3):3-20. http://www.jstor.org/stable/43694164
Boyd-Kimball, D. (2012). Adaptive instructional aids for teaching a blind student in a nonmajors college chemistry course. Journal of Chemical Education, 89(11):1395-1399. DOI: https://doi.org/10.1021/ed1000153
Cavkaytar, A. & Diken, İ.H. (2012). Special education 1: Special education and those that require special education. Ankara: Vize publishing.
Darrah, M. A. (2013). Computer Haptics: A new way of increasing access and understanding of math and science for students who are blind and visually impaired. Journal of Blindness Innovation and Research, 3(2):3-47. DOI: http://dx.doi.org/10.5241/3-47
Dikici, A., Türker, H.H. & Özdemir, G. (2010). Examining the impact of the 5E learning cycle on meaningful learning. Çukurova University Faulty of Education Journal, 3(39)100-128. Available at: https://:www.acarindex.com/dosyalar/makale/acarindex-1423874857.pdf
Dion, M., Hoffmann, K. & Matter, A. (2000). Teacher’s Manual for Adapting Science Experiments for Blind and Visually İmpaired Students. 8-42. Worcester, MA: Worcester Polytechnic Institute. Available at: https://dl-manual.com/doc/teachers-manual-9zqkw96x87zp
Gupta, H. O. & Singh, R. (1998). Low cost science teaching equipment for visually impaired children. Journal of Chemical Education, 75(5):610-612. Available at: https://eric.ed.gov/?id=EJ565745
Harshman, J., Bretz, S. L. & Yezierski, E. (2013). Seeing Chemistry through the eyes of the blind: A case study examining multiple gas law representations. Journal of Chemical Education, 90:710-716. DOI: https://doi.org/10.1002/sce.20369
Jones, M. G. Forrester, J. H., Robertson, L.E., Gardner, Grant E. & Taylor, A.R. (2012). Accuracy of estimations of measurements by students with visual impairments. Journal of Visual Impairment & Blindness, 106 (6):351-355. Available at: https://eric.ed.gov/?id=EJ985038
Kalaycı, N. (2001). Two-dimensional Visual Learning and Teaching Tools. Oral presentation at the 10th National Educational Sciences Congress, June, Bolu, Turkey.
Kızılaslan, A. & Sözbilir, M. (2017). Assessment of science activities developed for students with visual impairment: Heat and temperature. Ege Journal of Education, 18(2):914-942. DOI: https://doi.org/10.12984/egeefd.314586
Kolitsky, M. A. (2014). Reshaping teaching and learning with 3d printing technologies. E-Mentor, 56(4):84-94. DOI: http://dx.doi.org/10.15219/em56.1130
Köseler, H. (2012). Görme Engelliler İçin Fen Bilgisi ve Matematik Eğitimi [Science and Mathematics for Visually Impaired]. Available at: http://www.halilkoseler.com
Kumar, D., Ramasamy, R. & Stefanich, G. P. (2001). Science for students with visual impairments: Teaching suggestions and policy implications for secondary educators. Electronic Journal of Science Education, 5(3):1-9. Available at: https://ejse.south-western.edu/article/view/7658
Lewis, A. L. M. & Bodner, G. M. (2013). Chemical reactions: What understanding do students with blindness develop. Chemistry Education Research and Practice, 14(4):625-636. DOI: https://doi.org/10.1039/C3RP00109A
National Research Council (NRC). (2012). A framework for K-12 science education: Practices, crosscutting, concepts and core ideas. Committee on a conceptual framework for K-12 science education standards. Washington, DC: The National Academies Press. https://doi.org/10.17226/13165
Okcu, B. & Sözbilir, M. (2016). “Let’s Make an Electric Motor” activity for 8th grade visually impaired students in “Electric In Our Lives” Unit.
Çukurova University Faculty of Education Journal, 45(1):23-48. Available at: https://dergipark.org.tr/en/pub/cuefd/issue/27005/283884
Okcu, B. & Sözbilir, M. (2017). An activity design for students with visual impairment: What is electrical fuse? Journal of Inquiry Based Activities, 7(1):42-50. Available at: https://ated.info.tr/ojs-3.2.1-3/index.php/ated/article/view/44
Okcu, B., Yazıcı, F. & Sözbilir, M. (2016). Visually impaired middle school students’ views on learning process in a special school for blind. Amasya Education Journal, 5(1):51-83. DOI: https://doi.org/10.17539/aej.57861
Sahin, M. & Yorek, N. (2009). Teaching science to visually impaired students: A small-scale qualitative study. Online Submission, 6 (4):19-26. Available at: https://files.eric.ed.gov/fulltext/ED505732.pdf
Şensoy, Ö., & Yıldırım, H. İ. (2016). In 8th grade science and technology class three-dimensional visual material success and attitude of use investigation of its effect. The Journal of Turkish Educational Sciences, 14(1):85-102. Available at: https://dergipark.org.tr/en/pub/tebd/issue/27102/285314
Smothers, S. M. & Goldston, M. J. (2010). Atoms, elements, molecules, and matter: An investigation into the congenitally blind adolescents’ conceptual frameworks on the nature of matter. Science Education, 94(3):448-477. DOI: https://doi.org/10.1002/sce.20369
Special Education Services Regulation. (2012). Official Gazette 07.07.2018 Numbered 30471. Ankara, Turkey: Available at: http://orgm.meb.gov.tr/meb_iys_dosyalar/2012_10/10111226_ozel_egitim_hizmetleri_yonetmeligi_son.pdf
Supalo, C. (2005). Techniques to enhance instructors’ teaching effectiveness with chemistry students who are blind or visually impaired. Journal of Chemical Education, 82(10):1513-1518. DOI: https://doi.org/10.1021/ed082p1513
Supalo, C. A. & Kennedy, S. H. (2014). Using commercially available techniques to make organic chemistry representations tactile and more accessible to students with blindness or low vision. Journal of Chemical Education, 91(10):1745-1747. DOI: https://doi.org/10.1021/ed4005936
Thurlow, M., Johnstone, C., Timmons, J. & Altman, J. (2009). Survey of teachers of students with visual impairment: Students served and their access state assessment of reading. Available at: https://nceo.umn.edu/docs/OnlinePubs/TARA/TARAteacherSurvey.pdf
Weems, B. (1977). A physical science course for the visually impaired. The Physics Teacher, 15(6):333-338. DOI: https://doi.org/10.1119/1.2339667
Yalcin, G. & Kamali Aslantas, T. (2020). Mentoring inservice teachers to support their inclusive science teaching practices for students with visual impairment. International Journal of Contemporary Educational Research, 7(2):112-131. DOI: https://doi.org/10.33200/ijcer.741436
Yalcin, G. (2020). Setting, Materials and Program / Educational Arrangements for Students with Visual Impairments. In Children with Hearing and Vision Impairments and Their Education, Edited Pelin Pistav Akmese and Banu Altunay. Nobel Publisher. ISBN: 978-625-402-027-8. pp271-pp291.
Yalçın, G., & Altunay, B. (2021). Determining the listening comprehension of students with total visual impairment in informative texts. Journal of Mother Tongue Education, 9(3):771-786. DOI: https://doi.org/10.16916/aded.880560
Yazıcı, F. & Sözbilir, M. (2020). Teaching concepts on musculoskeletal system to 6th grade visually impaired students. Journal of Theory and Practice in Education, 16(2):231-250. DOI: https://doi.org/10.17244/eku.799303
Yazıcı, F. & Sözbilir, M. (2020). Teaching respiratory system concepts to 6th-grade students with visual impairment. Erciyes Journal of Education, 4(2):68-97. DOI: https://doi.org/10.32433/eje.806653
Yazıcı, F., Gül, Ş., Sözbilir, M., Çakmak, S., & Aslan, C. (2021). Determining the teaching needs of students with visual impairment in the sixth grade for the science course. Milli Eğitim Özel Eğitim ve Rehberlik Dergisi, 1(1):27-65.
Zorluoğlu, S. L. & Sözbilir, M. (2016). Teaching Students with Visually Impaired The Science Concepts with Tactile and Auditory Materials. 26th National Special Education Congress, 5-8 October, Abstracts book, p.83, Anadolu University, Turkey. Available at:
https://docplayer.biz.tr/38401056-26-ulusal-ozel-egitim-kongresi-5-8-ekim-2016-anadolu-universitesi-bildiri-ozetleri.html
Zorluoğlu, S. L. & Sözbilir, M. (2017). Teaching the concept of density through insoluble liquids to visually impaired students. Journal of Theory and Practice in Education, 13(2):211-231. DOI: https://doi.org/10.17244/eku.310219
Aslan, C. (2016). “Assistive Technologies for the Visually Impaired.” In Special education and assistive technologies, Edited by Salih Çakmak, 56-92. Ankara: Vize Publishing.
Ataman, A. (2012). “Basics of Special Education.’ In Mainstreaming Practices and Special Education for Primary Education Teachers”, Edited by Ayşegül Ataman, 3-54. Ankara: Vize Publishing.
Atila, G. (2017). The Difficulties Encountered in Science Courses by Visually Impaired Middle School Students. Master Thesis, Atatürk University, Turkey.
Ayvacı, H.Ş. & Bakırcı, H. (2012). Examination of science and technology teachers’ views on science teaching processes in terms of 5E model. Journal of Turkish Science Education, 9(2):132-151. Available at: https://search.trdizin.gov.tr/yayin/detay/137626/fen-ve-teknoloji-ogretmenlerinin-fen-ogretim-surecleriyle-ilgili-goruslerinin-5e-modeli-acisindan-incelenmesi
Bargerhuff, M. E. (2013). Meeting the needs of students with disabilities in a STEM school. American Secondary Education, 41(3):3-20. http://www.jstor.org/stable/43694164
Boyd-Kimball, D. (2012). Adaptive instructional aids for teaching a blind student in a nonmajors college chemistry course. Journal of Chemical Education, 89(11):1395-1399. DOI: https://doi.org/10.1021/ed1000153
Cavkaytar, A. & Diken, İ.H. (2012). Special education 1: Special education and those that require special education. Ankara: Vize publishing.
Darrah, M. A. (2013). Computer Haptics: A new way of increasing access and understanding of math and science for students who are blind and visually impaired. Journal of Blindness Innovation and Research, 3(2):3-47. DOI: http://dx.doi.org/10.5241/3-47
Dikici, A., Türker, H.H. & Özdemir, G. (2010). Examining the impact of the 5E learning cycle on meaningful learning. Çukurova University Faulty of Education Journal, 3(39)100-128. Available at: https://:www.acarindex.com/dosyalar/makale/acarindex-1423874857.pdf
Dion, M., Hoffmann, K. & Matter, A. (2000). Teacher’s Manual for Adapting Science Experiments for Blind and Visually İmpaired Students. 8-42. Worcester, MA: Worcester Polytechnic Institute. Available at: https://dl-manual.com/doc/teachers-manual-9zqkw96x87zp
Gupta, H. O. & Singh, R. (1998). Low cost science teaching equipment for visually impaired children. Journal of Chemical Education, 75(5):610-612. Available at: https://eric.ed.gov/?id=EJ565745
Harshman, J., Bretz, S. L. & Yezierski, E. (2013). Seeing Chemistry through the eyes of the blind: A case study examining multiple gas law representations. Journal of Chemical Education, 90:710-716. DOI: https://doi.org/10.1002/sce.20369
Jones, M. G. Forrester, J. H., Robertson, L.E., Gardner, Grant E. & Taylor, A.R. (2012). Accuracy of estimations of measurements by students with visual impairments. Journal of Visual Impairment & Blindness, 106 (6):351-355. Available at: https://eric.ed.gov/?id=EJ985038
Kalaycı, N. (2001). Two-dimensional Visual Learning and Teaching Tools. Oral presentation at the 10th National Educational Sciences Congress, June, Bolu, Turkey.
Kızılaslan, A. & Sözbilir, M. (2017). Assessment of science activities developed for students with visual impairment: Heat and temperature. Ege Journal of Education, 18(2):914-942. DOI: https://doi.org/10.12984/egeefd.314586
Kolitsky, M. A. (2014). Reshaping teaching and learning with 3d printing technologies. E-Mentor, 56(4):84-94. DOI: http://dx.doi.org/10.15219/em56.1130
Köseler, H. (2012). Görme Engelliler İçin Fen Bilgisi ve Matematik Eğitimi [Science and Mathematics for Visually Impaired]. Available at: http://www.halilkoseler.com
Kumar, D., Ramasamy, R. & Stefanich, G. P. (2001). Science for students with visual impairments: Teaching suggestions and policy implications for secondary educators. Electronic Journal of Science Education, 5(3):1-9. Available at: https://ejse.south-western.edu/article/view/7658
Lewis, A. L. M. & Bodner, G. M. (2013). Chemical reactions: What understanding do students with blindness develop. Chemistry Education Research and Practice, 14(4):625-636. DOI: https://doi.org/10.1039/C3RP00109A
National Research Council (NRC). (2012). A framework for K-12 science education: Practices, crosscutting, concepts and core ideas. Committee on a conceptual framework for K-12 science education standards. Washington, DC: The National Academies Press. https://doi.org/10.17226/13165
Okcu, B. & Sözbilir, M. (2016). “Let’s Make an Electric Motor” activity for 8th grade visually impaired students in “Electric In Our Lives” Unit.
Çukurova University Faculty of Education Journal, 45(1):23-48. Available at: https://dergipark.org.tr/en/pub/cuefd/issue/27005/283884
Okcu, B. & Sözbilir, M. (2017). An activity design for students with visual impairment: What is electrical fuse? Journal of Inquiry Based Activities, 7(1):42-50. Available at: https://ated.info.tr/ojs-3.2.1-3/index.php/ated/article/view/44
Okcu, B., Yazıcı, F. & Sözbilir, M. (2016). Visually impaired middle school students’ views on learning process in a special school for blind. Amasya Education Journal, 5(1):51-83. DOI: https://doi.org/10.17539/aej.57861
Sahin, M. & Yorek, N. (2009). Teaching science to visually impaired students: A small-scale qualitative study. Online Submission, 6 (4):19-26. Available at: https://files.eric.ed.gov/fulltext/ED505732.pdf
Şensoy, Ö., & Yıldırım, H. İ. (2016). In 8th grade science and technology class three-dimensional visual material success and attitude of use investigation of its effect. The Journal of Turkish Educational Sciences, 14(1):85-102. Available at: https://dergipark.org.tr/en/pub/tebd/issue/27102/285314
Smothers, S. M. & Goldston, M. J. (2010). Atoms, elements, molecules, and matter: An investigation into the congenitally blind adolescents’ conceptual frameworks on the nature of matter. Science Education, 94(3):448-477. DOI: https://doi.org/10.1002/sce.20369
Special Education Services Regulation. (2012). Official Gazette 07.07.2018 Numbered 30471. Ankara, Turkey: Available at: http://orgm.meb.gov.tr/meb_iys_dosyalar/2012_10/10111226_ozel_egitim_hizmetleri_yonetmeligi_son.pdf
Supalo, C. (2005). Techniques to enhance instructors’ teaching effectiveness with chemistry students who are blind or visually impaired. Journal of Chemical Education, 82(10):1513-1518. DOI: https://doi.org/10.1021/ed082p1513
Supalo, C. A. & Kennedy, S. H. (2014). Using commercially available techniques to make organic chemistry representations tactile and more accessible to students with blindness or low vision. Journal of Chemical Education, 91(10):1745-1747. DOI: https://doi.org/10.1021/ed4005936
Thurlow, M., Johnstone, C., Timmons, J. & Altman, J. (2009). Survey of teachers of students with visual impairment: Students served and their access state assessment of reading. Available at: https://nceo.umn.edu/docs/OnlinePubs/TARA/TARAteacherSurvey.pdf
Weems, B. (1977). A physical science course for the visually impaired. The Physics Teacher, 15(6):333-338. DOI: https://doi.org/10.1119/1.2339667
Yalcin, G. & Kamali Aslantas, T. (2020). Mentoring inservice teachers to support their inclusive science teaching practices for students with visual impairment. International Journal of Contemporary Educational Research, 7(2):112-131. DOI: https://doi.org/10.33200/ijcer.741436
Yalcin, G. (2020). Setting, Materials and Program / Educational Arrangements for Students with Visual Impairments. In Children with Hearing and Vision Impairments and Their Education, Edited Pelin Pistav Akmese and Banu Altunay. Nobel Publisher. ISBN: 978-625-402-027-8. pp271-pp291.
Yalçın, G., & Altunay, B. (2021). Determining the listening comprehension of students with total visual impairment in informative texts. Journal of Mother Tongue Education, 9(3):771-786. DOI: https://doi.org/10.16916/aded.880560
Yazıcı, F. & Sözbilir, M. (2020). Teaching concepts on musculoskeletal system to 6th grade visually impaired students. Journal of Theory and Practice in Education, 16(2):231-250. DOI: https://doi.org/10.17244/eku.799303
Yazıcı, F. & Sözbilir, M. (2020). Teaching respiratory system concepts to 6th-grade students with visual impairment. Erciyes Journal of Education, 4(2):68-97. DOI: https://doi.org/10.32433/eje.806653
Yazıcı, F., Gül, Ş., Sözbilir, M., Çakmak, S., & Aslan, C. (2021). Determining the teaching needs of students with visual impairment in the sixth grade for the science course. Milli Eğitim Özel Eğitim ve Rehberlik Dergisi, 1(1):27-65.
Zorluoğlu, S. L. & Sözbilir, M. (2016). Teaching Students with Visually Impaired The Science Concepts with Tactile and Auditory Materials. 26th National Special Education Congress, 5-8 October, Abstracts book, p.83, Anadolu University, Turkey. Available at:
https://docplayer.biz.tr/38401056-26-ulusal-ozel-egitim-kongresi-5-8-ekim-2016-anadolu-universitesi-bildiri-ozetleri.html
Zorluoğlu, S. L. & Sözbilir, M. (2017). Teaching the concept of density through insoluble liquids to visually impaired students. Journal of Theory and Practice in Education, 13(2):211-231. DOI: https://doi.org/10.17244/eku.310219
How to Cite
Keleş, Özgül, Uzun, N., & Yalçin, G. (2023). Barrier-Free Science Education for Visually Impaired Students: An Activity for Life Cycle in Plants. Science Insights Education Frontiers, 14(1), 1945–1964. https://doi.org/10.15354/sief.23.or082
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