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Bu çalışmada görme yetersizliği olan öğrencilerin ihtiyaçları dikkate alınarak hazırlanan etkinlik ve materyallerin analizi yapılmıştır. Çalışmada durum çalışması kullanılmıştır. Çalışma grubu iki kör ve beş az gören öğrenciden oluşmaktadır. Çalışmada veri toplama aracı olarak Fen Etkinlik Gözlem Formu Etkinlik Değerlendirme Boyutu (FEGFEDB) kullanılmıştır. FEGFEDB kullanılarak ders içi gözlemler esnasında form doldurulmuş ve formda yer alan basamakların gerçekleştirilme durumları tespit edilmiştir. Çalışma üç basamakta gerçekleştirilmiştir. I. basamakta görme yetersizliği olan öğrencilerin ‘Madde ve Isı’ ünitesine yönelik öğrenme ihtiyaçları tespit edilmiştir. II. basamakta ihtiyaçlar dikkate alınarak etkinlik ve materyaller geliştirilerek uygulaması yapılmıştır. III. basamakta ise bu öğretim materyal ve etkinliklerinin değerlendirilmesi yapılmıştır. Çalışmadan elde edilen veriler, FEGFEDB’de yer alan basamaklar dikkate alınarak analiz edildiğinden dolayı veri analizi betimsel analiz dikkate alınarak gerçekleştirilmiştir. Veri analiz sonuçlarına göre ‘Madde ve Isı’ ünitesinde yer alan kavramların öğrencilere etkili bir şekilde öğretilmesi amacıyla hazırlanan etkinliklerin ve etkinlik malzemelerinin öğretim, öğrenme, işlevsellik ve kullanışlılık boyutlarında belirlenen ölçütlerin pek çoğunu sağladığı tespit edilmiştir.
In this study, the analysis of the activities and materials prepared was carried out taking into account the needs of students with vision deficiency. The work was used in the work. The study group consists of two blind and five less-visible students. The study used the Science Event Observation Form Event Assessment Dimension (FEGFEDB) as a data collection tool. FEGFEDB has been used for observations in the course of the form and the conditions of implementation of the steps in the form have been identified. The work was carried out in three stages. Students with insufficiency of vision in grade I have been identified learning needs towards the 'Material and Heat' unit. and II. It has been implemented by taking into account the needs and materials developed. and III. In the course of this study, the material and activity of the teaching was evaluated. The data obtained from the study were analyzed taking into account the scores contained in FEGFEDB and the data analysis was carried out taking into account the visual analysis. According to the data analysis results, the concepts included in the "Material and Heat" unit have been found that the activities and activity materials prepared for the purpose of effectively teaching students provide many of the standards determined in the dimensions of teaching, learning, functionality and usefulness.
In this study, the activities and materials prepared by taking into account the needs of the students with visual impairment were analysed. The case study was used in the study. The study group consisted of two blind and five low vision students. The Science Activity Observation Form Activity Evaluation Dimension (SAFED) was used as the data collection tool. In-class observations were made using SAFED and the realization of the steps in the form was determined. The study was carried out in three steps. At first step the learning needs of the students with visual impairment were determined for the ’Matter and Heat’ unit. At second step, efficiency and materials were developed. At third step, these teaching materials and activities were evaluated. Since the data were analysed by taking into consideration the steps in SAFED. Data was subjected to descriptive analysis. According to the results, it was determined that the activities and activity materials prepared for the purpose of teaching the students in the ‘Matter and Heat’ unit effectively provided many of the criteria determined teaching, learning, functionality and usability dimensions.
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