Dilşad GÜVEN AKDENİZ, Nejla GÜREFE, Ahmet ARIKAN

Öğrenme Güçlüğüne Sahip ve İşitme Engelli Öğrencilerin Açı Kavrayışları

Açı kavramı günlük yaşam için önemli ve işlevsel olan geometri bilgisi gelişiminin merkezinde yer alır. Bu bağlamda çalışmanın amacı öğrenme güçlüğüne sahip (ÖGS) ve işitme engelli (İE) ortaokul öğrencilerinin açı kavramına dair kavrayışlarını incelemektir. Bir durum çalışması olan araştırmanın katılımcıları amaçlı örnekleme yöntemlerinden ölçüt örnekleme ve kolay ulaşılabilir örnekleme yöntemleri ile belirlenmiştir. Araştırmanın katılımcıları biri 6. sınıf öğrenme güçlüğüne sahip ve diğeri 6. sınıf işitme engelli iki öğrencidir. Öğrencilerle yapılan bireysel klinik görüşmeler sonucu toplanan veriler çapraz durum analizi yöntemi ile analiz edilmiştir. Araştırmada elde edilen bulgulara göre, her iki öğrencinin de açı kavrayışının açının şekli ile sınırlı kaldığı, yine her iki öğrencinin de açıda yön kavramının farkında olduğu ancak ÖGS öğrencinin açı kavramını daha çok statik olarak algıladığı, açı ölçümü ve açı ölçü birimine dair yeterli bilgiye sahip olmadığı, İE öğrencinin ise açı ve açı ölçüsü kavramlarını ayırt edemediği ancak ölçülerine göre açı çeşitlerinin farkında olduğu söylenebilir.

Angle Conceptions of Students with Learning Disabilities and Hearing Impairments

The angle concept is central to the development of geometry knowledge, which is important and functional for everyday life. In this context, the aim of this study was to examine the understanding of the angle concept of middle school students with learning disabilities (LDs) and hearing impairment (HI). The participants of this study, which was a case study, were identified with the criterion and convenience sampling methods. The participants were two students, one of whom with LDs and the other had a HI, each of whom was in grade 6. Data collected through individual clinical interviews with the students were analyzed using the cross-case analysis method. According to the findings of the study, the angle conception of both students was limited to the shape of the angle, and both students were aware of the concept of direction in the angle, but the student with the LD perceived the angle more statically, and did not have enough knowledge about the angle measurement or its unit. It was seen that the student with the HI confused the angle and angle measure, but was aware of the various angles according to their measures.

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