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Öğrenme Güçlüğü Olan Öğrencilere Fen Bilimleri Öğretiminde Kullanılan Müdahaleler: Tek-Denekli Araştırmaların Sistematik Derlemesi.

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Title: Öğrenme Güçlüğü Olan Öğrencilere Fen Bilimleri Öğretiminde Kullanılan Müdahaleler: Tek-Denekli Araştırmaların Sistematik Derlemesi.
Alternate Title: Interventions Used in Science Education for Students with Learning Disabilities: A Systematic Review of Single-Case Research.
Authors: Pehlevan, Murat1 mpehlevan55@gmail.com, Aykut, Çığıl2 cigil@gazi.edu.tr
Source: Journal of Turkish Educational Sciences. 2026, Vol. 24 Issue 2, p1554-1580. 27p.
Subject Terms: *Science education, *Learning disabilities, *Educational technology, *Research methodology, *Middle school students, *Experimental design, Psychological techniques
Abstract (English): Meeting the requirements of science education poses a substantial challenge for students with learning disabilities. Accordingly, identifying evidence-based interventions with strong experimental quality to support their science learning is important. This study aims to examine, in terms of experimental quality and descriptive characteristics, studies on science education interventions for students with learning disabilities that employed single-case experimental designs and were conducted between 2010 and 2024. Implemented as a systematic review, the study identified 20 articles meeting the inclusion criteria. Findings indicate that participants were predominantly at the middle-school level, technology-supported applications were frequently utilized; and instruction most often focused on the "life and living organisms" domain. Reliability coefficients were generally high, whereas generalization measures were collected in a limited number of studies. Effectiveness results showed that all interventions were effective in teaching target behaviors. The majority of the studies did not meet the What Works Clearinghouse (2020) standards without reservations. The results are discussed in light of the literature, and recommendations are offered for future research. [ABSTRACT FROM AUTHOR]
Abstract (Turkish): Fen bilimleri eğitiminin gerekliliklerini karşılamak öğrenme güçlüğü olan öğrenciler için ciddi bir zorluktur. Dolayısıyla bu gruptaki öğrencilere fen bilimleri öğretimini destekleyecek deneysel kalitesi güçlü müdahalelerin belirlenmesi önemli görülmektedir. Bu araştırmanın amacı; öğrenme güçlüğü olan öğrencilere fen bilimleri öğretiminde kullanılan müdahalelerden tek denekli deneysel desenlerle desenlenmiş 2010-2024 yılları arasında yürütülen çalışmaları, deneysel kaliteleri ve betimsel özellikleri açısından incelemektir. Sistematik derleme olarak gerçekleştirilen bu araştırmada dâhil etme kriterlerini karşılayan 20 çalışmaya ulaşılmıştır. Bulgulara göre; çoğunlukla ortaokul düzeyindeki katılımcılara yer verildiği, teknoloji destekli uygulamaların sıklıkla kullanıldığı, öğretimde ağırlıklı olarak canlılar ve yaşam konusunun ele alındığı belirlenmiştir. Araştırmaların güvenirlik katsayılarının yüksek olduğu ve genelleme verisinin sınırlı sayıdaki çalışmada toplandığı görülmektedir. Çalışmaların etkililik bulguları müdahalelerin tamamının hedef davranışların öğretiminde etkili olduğunu göstermektedir. Araştırmaların çoğunluğu What Works Clearinghouse (2020) standartlarını istenen düzeyde karşılayamamıştır. Bulgular alan yazını doğrultusunda tartışılmış gelecekte planlanacak araştırmalara ilişkin önerilerde bulunulmuştur. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Meeting the requirements of science education poses a substantial challenge for students with learning disabilities. Accordingly, identifying evidence-based interventions with strong experimental quality to support their science learning is important. This study aims to examine, in terms of experimental quality and descriptive characteristics, studies on science education interventions for students with learning disabilities that employed single-case experimental designs and were conducted between 2010 and 2024. Implemented as a systematic review, the study identified 20 articles meeting the inclusion criteria. Findings indicate that participants were predominantly at the middle-school level, technology-supported applications were frequently utilized; and instruction most often focused on the "life and living organisms" domain. Reliability coefficients were generally high, whereas generalization measures were collected in a limited number of studies. Effectiveness results showed that all interventions were effective in teaching target behaviors. The majority of the studies did not meet the What Works Clearinghouse (2020) standards without reservations. The results are discussed in light of the literature, and recommendations are offered for future research. [ABSTRACT FROM AUTHOR]
ISSN:13038451
DOI:10.37217/tebd.1812393