Özel Eğitim Bölümü / Department of Special Education
Permanent URI for this collectionhttps://hdl.handle.net/11413/8187
Browse
Browsing Özel Eğitim Bölümü / Department of Special Education by Rights "info:eu-repo/semantics/restrictedAccess"
Now showing 1 - 3 of 3
- Results Per Page
- Sort Options
Publication The Effect of Interactive Videos Enhanced With Pop-up Questions on Teacher Candidates’ Learning Performance in Science(Routledge, 2023) Doğru, M. Said; FATİH, YÜZBAŞIOĞLU; Arpacı, İbrahimBackground Since the early 20th century, the development and widespread adoption of information technologies have created new opportunities in various aspects of human life, including education. This situation has provided educators with numerous opportunities to develop innovative learning methodologies and environments. Nowadays, interactive videos, commonly used in educational settings, provide students with a self-regulated learning environment where they can access learning materials on-demand. Purpose In this research, our aim was to investigate the impact of interactive videos enriched with pop-up questions on the academic achievements of prospective science teachers. Sample A total of 330 science teacher candidates participated in the study. Study I, conducted to assess teacher candidates’ perceptions, involved 302 participants. Study II, which measured the direct effects of the tests, included 330 participants. Design and Methods The study employed a mixed-method design with a quasi-experimental approach to compare learning outcomes. Results The analysis revealed that the majority of participants expressed that interactive videos significantly contributed to their overall learning. While interactive videos did not have a direct impact on test performance, they were found to have an indirect effect. Conclusion Based on these findings, we concluded that interactive videos with pop-up questions positively influenced learning and are worthy of further exploration in future studies.Publication Experiences of Gifted Students During the COVID-19 Pandemic in Turkey(Gifted Education International, 2022) KAYA, FATİH; Islekeller-Bozca, AyşegülCOVID-19 began to spread all over the world in the Spring of 2020. All schools, including the institutions serving students with special needs, were closed to decrease the spread of the virus. The schools had to shift to online education, which was a new experience for most students. In addition to the negative effects of the pandemic itself, the new learning format required extra effort from students. Gifted and talented students as a special group with special educational and socio-emotional needs may have experienced the pandemic differently. In the present study, we aimed to explore gifted and talented students’ subjective well-being, feelings of hope, and stress coping strategies with a quantitative method. In addition, we used a qualitative method and asked a few open-ended questions to dig deeper into these students’ experiences during the pandemic. We found a statistically significant correlation among subjective well-being, hope, and stress coping strategies. Effective stress coping strategies are used more frequently than negative ones. We revealed that although there are some positive sides to the process, the students described some difficulties with social interaction, access and use of technology, motivation, and physical health. Based on the findings, we suggested some important implications and recommendations for parents, educators, and policymakers. © The Author(s) 2021.Publication The Scoping Review of Systematic Instruction Literature for Individuals With Disabilities: Trends in Türkiye From 1983 to 2022(Routledge Journals, Taylor & Francis Ltd., 2024) Yücesoy-Özkan, Şerife; MART, SİMA; Sayar, Kübra; Altun, Dilara Ecem; Gülboy, Emrah; Kaya, Feyat; Öncül, NurayThis study used a scoping review to examine the systematic instruction studies for individuals with disabilities published in the last four decades (1983-2022) in Turkiye. We included 332 single-case and 61 group experimental studies. We collected inter-rater reliability data for 30% of the studies and determined that the mean of inter-rater coefficients was 99.2%. The findings indicate that the studies have been mainly self-funded and performed by one or two special education researchers. Studies conducted with single-case studies were more prevalent than group experimental studies. Male participants were more than females, and more school-age children than infants and adults. Participants with intellectual disabilities and autism were the most frequently involved, and school-related academic and cognitive skills were the most commonly targeted. The most frequently used interventions were response prompting strategies, strategy instruction, video modelling and prompting, and direct instruction. Finally, we discussed the findings and made recommendations for practice and future research.