Kaynaştırma eğitimi alan özel gereksinimli ortaokul öğrencilerine yönelik fen bilimleri tutum ölçeğinin geliştirilmesi
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Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Artvin Çoruh Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada, kaynaştırma eğitimi alan özel gereksinimli ortaokul öğrencilerine yönelik geçerli ve güvenilir Fen Bilimleri Tutum Ölçeğinin geliştirilmesi ve öğrencilerin tutumlarının cinsiyet, sınıf düzeyi kardeş sayısı, destek eğitimi alma durumu, destek eğitimi alma süreleri değişkenleri açısından incelenmesi amaçlanmıştır. Bu amaçla oluşturulan 35 maddelik ölçek, 2021-2022 eğitim-öğretim yılında Artvin, Trabzon ve Gümüşhane illerinde bulunan kaynaştırma eğitimi alan 310 ortaokul öğrencisine uygulanmıştır. Kesitsel tarama modeli kapsamında uygulanma ve hazırlanma kolaylığı nedeniyle 5'li Likert tipi ölçek kullanılmıştır. Ölçeğin hazırlanmasında alan yazın taraması yapılmış, uzmanlar tarafından kontrol edilmiş ve gerekli düzeltmeler sonucu tutum ölçeği hazırlanmış ve elde edilen veriler analiz edilmiştir. Elde edilen tutum ölçeğinin yapı geçerliliğini ortaya koymak amacıyla Açımlayıcı Faktör Analizi (AFA) ve Doğrulayıcı Faktör Analizi (DFA) yapılmıştır. Ölçeğin güvenirliğini belirleyebilmek için Cronbach Alfa (?), McDonald Omega (?) ve Guttmann ?6 analizleri yapılmıştır. Tek boyutlu ve 10 maddelik ölçeğin, toplam varyansı %32'sini açıklamakta olduğu, maddelerin faktör yüklerinin de .50 ile .68 arasında değişmekte olduğu ve Cronbach alpha katsayısının .789, McDonald omega katsayısının .794 ve Guttmann ?6 katsayısının .803 olduğu tespit edilmiştir. Yapılan analiz sonuçlarına göre, ölçeğin uyum katsayılarına bakıldığında modelin veri setine iyi uyum sağladığı ve güvenirlik katsayılarının kabul edilebilir değerler olduğu görülmüştür. Elde edilen bu ölçek, bazı değişkenler açısından incelenmesi için tek boyutlu 10 maddeden oluşan Kaynaştırma Öğrencilerine Yönelik Fen Bilimleri Tutum Ölçeği, kaynaştırma kapsamında olan 95 özel gereksinimli ortaokul öğrencisine uygulanarak bağımsız değişkenlerin etkisi t-testi ve ANOVA yapılarak incelenmiştir. Öğrencilerin fen bilimleri dersine karşı tutumlarına cinsiyet açısından bakıldığında, kız ve erkek öğrenciler arasında istatistiksel olarak anlamlı bir farklılığın olmadığı, destek odalarında akademik destek alma durumları açısından bakıldığında ise, destek eğitimi alan öğrencilerin lehine istatistiksel anlamlı farklılığın olduğu tespit edilmiştir. Öğrencilerin fen bilimleri dersine karşı tutumlarına destek eğitim aldıkları süre açısından bakıldığında, destek eğitimi aldıkları yıllarına göre oluşturulan dört grup için istatistiksel anlamlı fark olduğu tespit edilmiştir. 1 yıl, 2 yıl veya 3 yıl ve üzeri destek eğitimi alan öğrencilerin hiç destek eğitimi almayan öğrencilere göre fen bilimleri dersine yönelik tutumlarının daha yüksek olduğu sonucuna ulaşılmıştır. Öğrencilerin fen bilimleri dersine karşı tutumlarına sınıf düzeyleri açısından bakıldığında, sınıf düzeylerine göre oluşturulan dört grup için istatistiksel olarak anlamlı bir fark olduğu tespit edilmiştir. İstatistiksel olarak bulunan anlamlı farklılığın hangi gruplardan kaynaklı olduğuna bakıldığında ise, 5. ve 6. sınıf öğrencilerinin, 8. Sınıfta olan öğrencilere göre fene yönelik tutumlarının daha yüksek olduğu sonucu çıkarılmıştır. Öğrencilerin fen bilimleri dersine karşı tutumlarına öğrencilerin kardeş sayısı açısından bakıldığında, kardeş sayısına göre oluşturulan üç grup için istatistiksel olarak anlamlı bir fark olmadığı tespit edilmiştir. Kaynaştırma kapsamında eğitim alan özel gereksinimli öğrencilerin sahip oldukları kardeş sayıları, öğrencilerin fen bilimleri dersine yönelik tutumlarını etkilemediği sonucuna ulaşılmıştır. Sonuçlar ele alındığında, ölçeğin geçerli ve güvenilir bir yapıda olduğu, öğrencilerin sahip olduğu sınıf düzeyi, destek eğitimi alma durumu değişkenlerinin öğrencilerin tutumlarını etkilediği söylenebilir. Bu çalışmanın, farklı örneklem grupları ile yapılabileceği, özel gereksinimli öğrencilerin tutumunu etkileyebilecek farklı değişkenlerin incelenebileceği önerilmiş olup; çalışmanın alan yazına katkı sağlayacağı, özel gereksinimli öğrencilerin fen tutumlarını tespit etmek için kullanılabileceği düşünülmektedir.
In this study, it was aimed to develop a valid and reliable Science Attitude Scale for middle students with special needs who receive inclusive education and to examine students' attitudes in terms of variables of gender, grade level, number of siblings, status and the duration of support education. The 35-item scale created for this purpose was applied to 310 middle school students who were educated in inclusive classrooms in the provinces of Artvin, Trabzon, and Gümüşhane during the 2021-2022 academic year. A 5-point Likert type scale was used due to the ease of application and preparation within the scope of the cross-sectional survey model. During the preparation of the scale, a literature review was conducted, experts reviewed it, and the attitude scale was prepared as a result of the necessary corrections and the data obtained were analyzed. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were performed in order to reveal the construct validity of the obtained attitude scale. In order to determine the reliability of the scale, Cronbach Alpha (?), McDonald Omega (?) and Guttmann ?6 analyses were performed. It was determined that the one-dimensional and 10-item scale explained 32% of the total variance; the factor loadings of the items varied between .50 and .68 and the Cronbach Alpha coefficient was .789; the McDonald Omega coefficient was .794 and the Guttmann coefficient was .803. According to the results of the analysis; when the fit coefficients of the scale were examined, it was seen that the model fitted well with the dataset and the reliability coefficients were acceptable values. In order to examine this scale in terms of some variables, the one-dimensional Attitude Scale for Inclusion Students, consisting of 10 items, was applied to 95 middle school students with special needs who were within the scope of inclusion, and the effect of independent variables was examined by t-test and ANOVA. When the attitudes of the students towards the science course were examined in terms of gender, there was no statistically significant difference between female and male students, and when it was considered in terms of receiving academic support, there was a statistically significant difference in favor of the students receiving support education. Considering the students' attitudes towards the science course in terms of the time, the support education that they received, it was determined there was a statistically significant difference for the four groups formed according to the years they received the support education. It was concluded that students who received support education for 1 year, 2 years or 3 years or more had higher attitudes towards science lessons than students who did not receive any support. When the attitudes of the students towards the science lesson were examined in terms of their grade levels, it was determined that there was a statistically significant difference for the four groups formed according to the grade levels. When we looked at which groups the statistically significant difference originated from, it was concluded that the 5th and 6th grade students had higher attitudes towards science than the 8th grade students. When the attitudes of the students towards the science course were examined in terms of the number of siblings, it was determined that there was no statistically significant difference for the three groups formed according to the number of siblings. It was concluded that the number of siblings of the students with special needs who were educated in inclusive classrooms did not affect the attitudes of the students towards the science course. When the results are considered, it can be said that the scale has a valid and reliable structure, and that the students' grade level and the status of receiving support education affect students' attitudes. It has been suggested that this study can be done with different sample groups and different variables that may affect the attitudes of students with special needs can be examined; it is thought that the study will contribute to the literature and can be used to determine the science attitudes of students with special needs.
In this study, it was aimed to develop a valid and reliable Science Attitude Scale for middle students with special needs who receive inclusive education and to examine students' attitudes in terms of variables of gender, grade level, number of siblings, status and the duration of support education. The 35-item scale created for this purpose was applied to 310 middle school students who were educated in inclusive classrooms in the provinces of Artvin, Trabzon, and Gümüşhane during the 2021-2022 academic year. A 5-point Likert type scale was used due to the ease of application and preparation within the scope of the cross-sectional survey model. During the preparation of the scale, a literature review was conducted, experts reviewed it, and the attitude scale was prepared as a result of the necessary corrections and the data obtained were analyzed. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were performed in order to reveal the construct validity of the obtained attitude scale. In order to determine the reliability of the scale, Cronbach Alpha (?), McDonald Omega (?) and Guttmann ?6 analyses were performed. It was determined that the one-dimensional and 10-item scale explained 32% of the total variance; the factor loadings of the items varied between .50 and .68 and the Cronbach Alpha coefficient was .789; the McDonald Omega coefficient was .794 and the Guttmann coefficient was .803. According to the results of the analysis; when the fit coefficients of the scale were examined, it was seen that the model fitted well with the dataset and the reliability coefficients were acceptable values. In order to examine this scale in terms of some variables, the one-dimensional Attitude Scale for Inclusion Students, consisting of 10 items, was applied to 95 middle school students with special needs who were within the scope of inclusion, and the effect of independent variables was examined by t-test and ANOVA. When the attitudes of the students towards the science course were examined in terms of gender, there was no statistically significant difference between female and male students, and when it was considered in terms of receiving academic support, there was a statistically significant difference in favor of the students receiving support education. Considering the students' attitudes towards the science course in terms of the time, the support education that they received, it was determined there was a statistically significant difference for the four groups formed according to the years they received the support education. It was concluded that students who received support education for 1 year, 2 years or 3 years or more had higher attitudes towards science lessons than students who did not receive any support. When the attitudes of the students towards the science lesson were examined in terms of their grade levels, it was determined that there was a statistically significant difference for the four groups formed according to the grade levels. When we looked at which groups the statistically significant difference originated from, it was concluded that the 5th and 6th grade students had higher attitudes towards science than the 8th grade students. When the attitudes of the students towards the science course were examined in terms of the number of siblings, it was determined that there was no statistically significant difference for the three groups formed according to the number of siblings. It was concluded that the number of siblings of the students with special needs who were educated in inclusive classrooms did not affect the attitudes of the students towards the science course. When the results are considered, it can be said that the scale has a valid and reliable structure, and that the students' grade level and the status of receiving support education affect students' attitudes. It has been suggested that this study can be done with different sample groups and different variables that may affect the attitudes of students with special needs can be examined; it is thought that the study will contribute to the literature and can be used to determine the science attitudes of students with special needs.
Açıklama
Lisansüstü Eğitim Enstitüsü, Matematik ve Fen Bilimleri Eğitimi Ana Bilim Dalı, Fen Bilgisi Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
