International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2022, Vol. 18(1) 128-146

Teaching Experiences of Science Teachers Working in Schools for the Visually Impaired

Tamer Karakoç & Cem Aslan

pp. 128 - 146   |  DOI: https://doi.org/10.29329/ijpe.2022.426.8   |  Manu. Number: MANU-2105-25-0002

Published online: February 01, 2022  |   Number of Views: 35  |  Number of Download: 118


Abstract

This study aims to determine the teaching experiences of science teachers working in schools for the visually impaired. In this context, the instructional arrangements made by the teachers for students with visual impairment in science lessons and the issues they had difficulties with were determined, and suggestions were offered for the effective and efficient implementation of science lessons. A phenomenological design was used in the study, and a sample consisting of 12 science teachers was formed. The interview form was used as the data collection tool, and content analysis was applied to analyse the data obtained. At the end of the research, five themes emerged: lesson plan, material, content presentation, teaching environment, and evaluation. It was determined those science teachers working in schools for the visually impaired made various instructional arrangements for students with visual impairment. In addition, it was determined that teachers had different problems within the framework of these five themes. Thus, some solutions were put forward to overcome these problems and conduct more effective and efficient science lessons. The results obtained were discussed within the scope of the relevant literature, and recommendations were given.

Keywords: Science Teacher, Students with Visual Impairment, Teaching, Instructional Arrangements


How to Cite this Article?

APA 6th edition
Karakoc, T. & Aslan, C. (2022). Teaching Experiences of Science Teachers Working in Schools for the Visually Impaired . International Journal of Progressive Education, 18(1), 128-146. doi: 10.29329/ijpe.2022.426.8

Harvard
Karakoc, T. and Aslan, C. (2022). Teaching Experiences of Science Teachers Working in Schools for the Visually Impaired . International Journal of Progressive Education, 18(1), pp. 128-146.

Chicago 16th edition
Karakoc, Tamer and Cem Aslan (2022). "Teaching Experiences of Science Teachers Working in Schools for the Visually Impaired ". International Journal of Progressive Education 18 (1):128-146. doi:10.29329/ijpe.2022.426.8.

References
  1. Akgunduz, D., Aydeniz, M., Cakmakcı, G., Cavas, B., Corlu, M. S., Oner, T., & Ozdemir, S. (2015). STEM eğitimi Türkiye raporu [STEM education Turkey report]. İstanbul: Scala. [Google Scholar]
  2. Aslan, C., & Savas, M. A. (2020). Görme yetersizliği olan öğrenciler için zekâ oyunlarıyla fen eğitimi [Science education with intelligence games for visually impaired students]. In Y. Cikili & I. Yuksel (Eds.), Özel eğitime gereksinimi olan öğrenciler için zekâ oyunlarıyla fen eğitimi ve etkinlik örnekleri [Science education and activity examples with intelligence games for students who need special education] (pp. 107-138). Ankara: Pegem.   [Google Scholar]
  3. Bahar, M., Yener, D., Yilmaz, M., Emen, H., & Gurer, F. (2018). 2018 fen bilimleri öğretim programı kazanımlarındaki değişimler ve fen teknoloji matematik mühendislik (STEM) entegrasyonu [The changes of standards in the 2018 science curriculum and stem integration]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 702-735. [Google Scholar]
  4. Batmaz, G. (2017). Sınıf öğretmenlerinin kaynaştırma öğrencilerine yönelik yaptıkları öğretimsel düzenlemeler [Instructional arrangements made by primary school teachers for inclusion students]. Unpublished master thesis, Pamukkale Üniversitesi, Denizli. [Google Scholar]
  5. Cakmak, S., Yilmaz, H. C., & Isitan, H. D. (2017). Determining the appropriateness of visual based activities in the primary school books for low vision students. European Journal of Educational Research, 6(4), 523-540. [Google Scholar]
  6. Carin, A. A., Bass, J. E., & Contant, T. L. (2005). Teaching science as inquiry. New Jersey: Prentice Hall. [Google Scholar]
  7. Cavkaytar, A., & Diken, H. I. (2012). Özel eğitim 1: Özel eğitim ve özel eğitim gerektirenler [Special education 1: Those requiring special education and special education]. Ankara: Vize. [Google Scholar]
  8. Cay, E., & Yikmis, A. (2020). Zihinsel yetersizliği olan öğrencilere matematiksel kavram ve becerilerinin öğretimine yönelik öğretmenlerin sınıf içi uygulamalarının belirlenmesi [Determination made of the teachers regarding teaching mathematics concepts and skills to the students with ıntellectual disabilities]. IBAD Sosyal Bilimler Dergisi, 7(2), 69-85. [Google Scholar]
  9. Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Routledge. [Google Scholar]
  10. Costu, B., Unal, S., & Ayas A. (2007). Günlük yaşamdaki olayların fen bilimleri öğretiminde kullanılması [The use of daily-life events in science teaching]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 8(1), 197-207. [Google Scholar]
  11. Erwin, E. J., Perkins, T. S., Ayala, J., Fine, M., & Rubin, E. (2001). “You don't have to be sighted to be a scientist, do you?” Issues and outcomes in science education. Journal of Visual Impairment & Blindness, 95(6), 338-352. [Google Scholar]
  12. Fraser, W. J., & Maguvhe, M. O. (2008). Teaching life sciences to blind and visually impaired learners. Journal of Biological Education, 42(2), 84-89. [Google Scholar]
  13. Friend, M., & Bursuck, W. D. (1999). Including students with special needs. Boston: Allyn & Bacon. [Google Scholar]
  14. Gursel, O. (2011). Görme yetersizliği olan öğrenciler [Visually impaired students]. In H. I. Diken (Ed.), Özel eğitime gereksinimi olan öğrenciler ve özel eğitim [Students with special education needs and special education] (pp. 217-249). Ankara: Pegem. [Google Scholar]
  15. Islek, O. (2017). An investigation into the balance of the school curriculum content for pupils with a visual impairment in Turkey. Doctoral dissertation, University of Birmingham. [Google Scholar]
  16. Kandaz, S. (2004). Görmezlerin fizik dersine bakış açıları, fizik öğrenmelerindeki zorluklar ve görmezlerle fizik deney uygulamaları [The view point of blinds to physics lessons, difficulties in learning physics for blinds and practicing of physics experiments with blinds]. Unpublished master thesis, Marmara Üniversitesi, İstanbul. [Google Scholar]
  17. Kaptan, F. (1998). Fen bilgisi öğretimi [Science teaching]. Ankara: Anı. [Google Scholar]
  18. Karakoc, T. (2016). Görme yetersizliği olan öğrencilerin araştırmaya dayalı öğrenme yaklaşımı modellerinden rehberli keşfetme modelinin deneysel işlem becerilerine, akademik başarılarına ve fen bilimleri dersine yönelik tutumlarına etkisi [The contribution of guided discovery model of inquiry-based approach to visually impaired students acquisition of experimental procedures, academic success and attitudes towards sciences]. Unpublished doctoral dissertation, Gazi Üniversitesi, Ankara. [Google Scholar]
  19. Karamustafaoglu, O. (2006). Fen ve teknoloji öğretmenlerinin öğretim materyallerini kullanma düzeyleri: Amasya ili örneği [Science and technology teachers’ levels of using instructional materials: Amasya sample]. Atatürk Üniversitesi Bayburt Eğitim Fakültesi Dergisi, 1(1), 90-101. [Google Scholar]
  20. Kizilaslan, A. (2020). Görme yetersizliği olan öğrenciler ve fen öğretimi [Visually impaired students and science teaching]. In A. Kizilaslan & N. Umar Kaya (Eds.), Özel gereksinimi olan öğrencilere fen eğitimi [Science education for students with special needs] (pp. 117-136). Ankara: Nobel. [Google Scholar]
  21. Koenig, A. J., & Holbrook, M. C. (2000). Foundations of education: instructional strategies for teaching children and youths with visual impairments (Vol. 2). New York: American Foundation for the Blind. [Google Scholar]
  22. Korkmaz Ersan, V. D., & Sonmez-Kartal, M. (2020). Sınıfında özel gereksinimli çocuk bulunan okul öncesi öğretmenlerinin uyarlamalar ile ilgili görüşlerinin belirlenmesi [The opinions of preschool teachers of children with special needs about adaptations]. Estüdam Eğitim Dergisi, 5(2), 74-100. [Google Scholar]
  23. Kot, M., Sonmez, S., Yikmis, A., & Ciftci Tekinarslan, I. (2015). İlkokul 4. sınıf öğretmenlerinin sosyal bilgiler dersi kapsamında zihinsel yetersizliği olan kaynaştırma öğrencisine yönelik uygulamaları [Practices applied by teachers of 4th grade towards the inclusive students with intellectual disability under the scope of social studies]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(USBES Özel Sayı), 231-246. [Google Scholar]
  24. Kumar, D., Ramasamy, R., & Stefanich, G. (2001). Science for students with visual impairments: Teaching suggestions and policy implications for secondary educators. Electronic Journal of Science Education, 5(3), 1-4. [Google Scholar]
  25. Lang, H. G. (1983). Preparing science teachers to deal with handicapped students. Science Education, 67(4), 541-47. [Google Scholar]
  26. Lowenfeld, B. (1974). History of the education of visually handicapped children. In B. Lowenfeld (Ed.), The visually handicapped child in school (pp. 1-25). New York: John Day. [Google Scholar]
  27. MacCuspie, P. A. (1992). The social acceptance and interaction of visually impaired children in integrated settings. In L. S. Sacks, R. J. Kekelis & Gaylord-Ross (Eds.), The development of social skills by blind and visually impaired students: Exploratory studies and strategies (pp. 83-102). New York: American Foundation for the Blind. [Google Scholar]
  28. Metin, H., & Altunay, B. (2020). Kaynaştırma öğrencileriyle çalışan sınıf öğretmenlerinin fen bilimlerinin öğretimine yönelik görüşlerinin incelenmesi [Examining the views of primary school teachers working with inclusive students on the teaching of science]. Electronic Turkish Studies, 15(5), 2481-2505. [Google Scholar]
  29. Milli Egitim Bakanligi [Ministry of National Education]. (2018). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. Sınıflar) öğretim programı [Primary education institutions (primary schools and secondary schools) science lesson (3rd, 4th, 5th, 6th, 7th and 8th grades) curriculum]. Ankara. [Google Scholar]
  30. Milli Eğitim Bakanliği [Ministry of National Education]. (2020). Milli eğitim istatistikleri, Örgün eğitim 2019/'20 [National education statistics Formal education 2019/'20]. Ankara.  [Google Scholar]
  31. Rooks, D. L. (2009). Science for all: Experiences and outcomes of students with visual impairment in a guided inquiry-based classroom. Doctoral dissertation, The University of Arizona, Arizona.    [Google Scholar]
  32. Rule, A. C., Stefanich, G. P., Boody, R. M., & Peiffer, B. (2011). Impact of adaptive materials on teachers and their students with visual impairments in secondary science and mathematics classes. International Journal of Science Education, 33(6), 865-887. [Google Scholar]
  33. Sahin, C. (2019). Görme engelli bireylerde sosyal bilgiler öğretimi [Social studies teaching for visually impaired individuals]. In H. Mertal, S. L. Zorluoglu, & C. Akkanat (Eds.), Özel eğitimde fen ve sosyal bilgiler öğretimi [Teaching science and social studies in special education] (pp. 149-165). Ankara: Nobel. [Google Scholar]
  34. Sozbilir, M., Gul, S., Okcu, B., Kizilaslan, A., Zorluoglu, S. L., & Atilla, G. (2015). Görme yetersizliği olan öğrencilere yönelik fen eğitimi araştırmalarında eğilimler [Trends in research papers about teaching science to visually impaired students]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 218-241. [Google Scholar]
  35. Sozbilir, M., Zorluoglu, S. L., Okcu, B., Kizilaslan, A., Gul, S., Bulbul, M. S., & Yazici, F. (2017). Görme yetersizliği olan bireylere fen öğretimi [Teaching science to visually impaired individuals]. In M. Ergun (Ed.), Fen bilimleri öğretiminde yeni yaklaşımlar [New approaches in science teaching] (pp. 32-66). Ankara: Nobel. [Google Scholar]
  36. Stefanich, G. P., & Egelston-Dodd, J. (1994). A futures agenda: Proceedings of a working conference on science for persons with disabilities (Kansas City, Missouri, March 30-31). [Google Scholar]
  37. Supalo, C. A., Humphrey, J. R., Mallouk, T. E., David Wohlers, H., & Carlsen, W. S. (2016). Examining the use of adaptive technologies to increase the hands-on participation of students with blindness or low vision in secondary-school chemistry and physics. Chemistry Education Research and Practice, 17(4), 1174-1189. [Google Scholar]
  38. Toenders, F. G. C., de Putter-Smits, L. G. A., Sanders, W. T. M., & den Brok, P. (2017). Improving physics teaching materials on sound for visually impaired students in high school. Physics Education, 52(5), 1-10. [Google Scholar]
  39. Tolman, M., & Hardy, G. (1999). Discovering elementary science: method, content, and problem-solving activities (Vol. 2). Needham, Massachusetts: Allyn & Bacon. [Google Scholar]
  40. Topsakal, S. (2005). Fen ve teknoloji öğretimi [Science and technology teaching]. Ankara: Nobel. [Google Scholar]
  41. Tuncer, T. (2005). Görme yetersizliği olan çocuklar [Visually impaired children]. In A. Ataman (Ed.), Özel gereksinimli çocuklar ve özel eğitime giriş [Children with special needs and admission to special education] (pp. 291-309). Ankara: Gündüz. [Google Scholar]
  42. Unlu, P., Pehlivan, D., & Tarhan, H. (2010). Ortaöğretim kurumlarında öğrenim gören görme engelli öğrencilerin fizik dersi hakkındaki düşünceleri [The sight-impaired high school students’ opinions about physics course]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 30(1), 39-54. [Google Scholar]
  43. Vural, M., & Yikmis, A. (2016). Kaynaştırma sınıfı öğretmenlerinin öğretimin uyarlanmasına ilişkin yaptıkları çalışmaların belirlenmesi [Determination of the studies made on instructional adapdation by inclusive classroom teach]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 8(2), 141-159. [Google Scholar]
  44. Wild, T., & Allen, A. (2009). Policy analysis of science-based best practices for students with visual impairments. Journal of Visual Impairment & Blindness, 103(2), 113-117. [Google Scholar]
  45. Yalcin, G. (2020). Görme yetersizliği olan öğrencilere yönelik ortam, materyal ve program/öğretimsel düzenlemeler [Environment, material and program/educational arrangements for visually impaired students]. In P. P. Akmese & B. Altunay (Eds.), İşitme yetersizliği ve görme yetersizliği olan çocuklar ve eğitimleri [Hearing and visually impaired children and their education] (pp. 271-294). Ankara: Nobel. [Google Scholar]
  46. Yalcin, G., & Arslantas, T. K. (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. [Google Scholar]
  47. Yazici, F. (2017). 6. sınıf görme engelli öğrencilere ''vücudumuzdaki sistemler'' ünitesinde yer alan kavramların öğretimi [Teaching the concepts in 'systems in our body' unit to visually impaired students in 6th grade]. Unpublished doctoral dissertation, Atatürk Ünivesitesi, Erzurum.  [Google Scholar]
  48. Yildirim, A., & Simsek, H. (2014). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin. [Google Scholar]
  49. Yilmaz, F., Atalay, H. B., Ozgul, E., Keles, O., Gurer Kavas, B., Sen, N., Ozgiresun, A., & Sahin, S. (2008). İlköğretim fen ve teknoloji 5. sınıf ders kitabı [Primary school science and technology 5th grade textbook]. İstanbul: Milli Eğitim Bakanlığı Ders Kitapları. [Google Scholar]
  50. Yonter, S. (2009). İlköğretim kaynaştırma sınıfı öğretmenlerinin zihinsel yetersizliği olan öğrencilere yönelik matematik öğretimi uyarlamalarına ilişkin görüşleri [Opinions of the teachers of inclusive classes in primary schools about instructional adaptations in mathematics for students with intellectual disabilities]. Unpublished master thesis, Anadolu Üniversitesi, Eskişehir. [Google Scholar]
  51. Yuksek Ogretim Kurulu [Council of Higher Education]. (2018). Fen bilgisi öğretmenliği lisans programı [Science teacher undergraduate program]. Ankara. [Google Scholar]
  52. Zebehazy, K. T., & Wilton, A. P. (2014). Straight from the source: Perceptions of students with visual impairments about graphic use. Journal of Visual Impairment & Blindness, 108(4), 275-286. [Google Scholar]
  53. Zorluoglu, S. L. (2019). Görme yetersizliği olan öğrencilere fen bilgisi öğretimi [Teaching science to visually impaired students]. In H. Mertal, S. L. Zorluoglu, & C. Akkanat (Eds.), Özel eğitimde fen ve sosyal bilgiler öğretimi [Teaching science and social studies in special education] (pp. 31-50). Ankara: Nobel. [Google Scholar]
  54. Zorluoglu, S. L., & Kizilaslan, A. (2019). Görme yetersizliği olan öğrencilere fen eğitimi: İlkeler ve stratejiler [Science education for students with visual impairment: Principles and strategies]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 51, 315-337. [Google Scholar]
  55. Zorluoglu, S., Sozbilir, M., & Kizilaslan, A. (2016). Görme yetersizliğinden etkilenen bireylerin bilimsel okuryazarlıkları hakkında öğretmen eğitimcilerinin görüşleri [Teacher educators’ views on scientific literacy of visually impaired students]. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 45(2), 209-242.  [Google Scholar]