Science Teachers' Thoughts Towards Inclusive Education

Sibel Saraçoğlu; Esra Postallı

Article Details

Science Teachers' Thoughts Towards Inclusive Education

Authors:

Sibel Saraçoğlu | Esra Postallı

Publisher:

Dokuz Eylul University

Main Topics:

Fen Bilgisi Eğitimi

Journal:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 61, pp.2531-2570

Document Type:

Article

Publication Date:

9/2024

Document Language:

Turkish

Document ID (Org No.):

2001328347

pISSN:

2602-2850

Keywords:

Abstract:

 Meeting the educational needs of all individuals and benefiting from quality education opportunities is one of the fundamental human rights. Inclusive education offers an effective understanding to meet all these needs. This study aimed to determine science teachers thoughts on inclusive education. The study aimed to determine teachers explanations, perspectives, practices, self-efficacy, problems they encountered and solution suggestions regarding inclusive education. The phenomenological design of the qualitative research method was used in the study. The study group included 10 participants determined by purposeful sampling among the science teachers working in Kayseri province. Interview was used as a data collection tool to determine the participants thoughts about inclusive education. Data were collected with a semi-structured interview form. Research data were examined using content analysis. According to the results, participants explained inclusive education with the concepts of diversity, fair conditions and equality. The participants think that their lack of knowledge and experience about inclusive practices negatively affects their self-efficacy. The most frequently expressed problems in inclusive education are the intensity of the curriculum, lack of time, and inadequacy of environmental and physical conditions. The most commonly expressed suggestions as solutions to inclusive education problems are practical training, improving cooperation between stakeholders, reducing the intensity of the curriculum, and making it flexible. According to results, it is recommended to provide activity-based training on a branch basis in order to increase teachers knowledge and skills regarding inclusive education.

 Meeting the educational needs of all individuals and benefiting from quality education opportunities is one of the fundamental human rights. Inclusive education offers an effective understanding to meet all these needs. This study aimed to determine science teachers thoughts on inclusive education. The study aimed to determine teachers explanations, perspectives, practices, self-efficacy, problems they encountered and solution suggestions regarding inclusive education. The phenomenological design of the qualitative research method was used in the study. The study group included 10 participants determined by purposeful sampling among the science teachers working in Kayseri province. Interview was used as a data collection tool to determine the participants thoughts about inclusive education. Data were collected with a semi-structured interview form. Research data were examined using content analysis. According to the results, participants explained inclusive education with the concepts of diversity, fair conditions and equality. The participants think that their lack of knowledge and experience about inclusive practices negatively affects their self-efficacy. The most frequently expressed problems in inclusive education are the intensity of the curriculum, lack of time, and inadequacy of environmental and physical conditions. The most commonly expressed suggestions as solutions to inclusive education problems are practical training, improving cooperation between stakeholders, reducing the intensity of the curriculum, and making it flexible. According to results, it is recommended to provide activity-based training on a branch basis in order to increase teachers knowledge and skills regarding inclusive education.

 Meeting the educational needs of all individuals and benefiting from quality education opportunities is one of the fundamental human rights. Inclusive education offers an effective understanding to meet all these needs. This study aimed to determine science teachers thoughts on inclusive education. The study aimed to determine teachers explanations, perspectives, practices, self-efficacy, problems they encountered and solution suggestions regarding inclusive education. The phenomenological design of the qualitative research method was used in the study. The study group included 10 participants determined by purposeful sampling among the science teachers working in Kayseri province. Interview was used as a data collection tool to determine the participants thoughts about inclusive education. Data were collected with a semi-structured interview form. Research data were examined using content analysis. According to the results, participants explained inclusive education with the concepts of diversity, fair conditions and equality. The participants think that their lack of knowledge and experience about inclusive practices negatively affects their self-efficacy. The most frequently expressed problems in inclusive education are the intensity of the curriculum, lack of time, and inadequacy of environmental and physical conditions. The most commonly expressed suggestions as solutions to inclusive education problems are practical training, improving cooperation between stakeholders, reducing the intensity of the curriculum, and making it flexible. According to results, it is recommended to provide activity-based training on a branch basis in order to increase teachers knowledge and skills regarding inclusive education.

 Tüm bireylerin eğitim ihtiyaçlarının karşılanması ve kaliteli eğitim imkanlarından yararlanması temel insan haklarından biridir. Kapsayıcı eğitim tüm bu gereksinimleri sağlamada etkili bir anlayış sunmaktadır. Bu çalışmada Fen Bilgisi öğretmenlerinin kapsayıcı eğitime yönelik düşüncelerinin incelenmesi amaçlanmıştır. Çalışma ile öğretmenlerin kapsayıcı eğitime yönelik açıklamaları, bakış açıları, uygulamaları, öz yeterlikleri, karşılaştıkları sorunlar ve çözüm önerilerinin neler olduğunun belirlenmesi hedeflenmiştir. Çalışmada nitel araştırma yönteminin olgu bilim deseni kullanılmıştır. Çalışma grubunda Kayseri ilinde görev yapmakta olan amaçlı örneklem ile belirlenen 10 Fen Bilgisi öğretmeni yer almıştır. Katılımcıların kapsayıcı eğitime yönelik düşüncelerini belirlemek amacıyla veri toplama aracı olarak görüşme kullanılmıştır. Veriler yarı yapılandırılmış görüşme formu ile toplanmıştır. Araştırma verileri içerik analizi kullanılarak incelenmiştir. Araştırma sonuçlarına göre katılımcılar kapsayıcı eğitimi, çeşitlilik, adil şartlar ve eşitlik kavramları ile açıklamışlardır. Katılımcılar kapsayıcı uygulamalar konusundaki bilgi ve deneyim eksikliğinin özyeterliklerini olumsuz etkilediğini düşünmektedirler. Kapsayıcı eğitimde en çok ifade edilen sorunlar öğretim programının yoğunluğu, zaman sıkıntısı, çevre ve fiziki koşulların yetersizliği şeklindedir. Kapsayıcı eğitim sorunlarına çözüm olarak en çok ifade edilen öneriler ise uygulamalı eğitimler, paydaşlar arası iş birliğinin geliştirilmesi, öğretim programının yoğunluğunun azaltılıp esnek hale getirilmesi şeklindedir. Araştırma bulguları ışığında öğretmenlerin kapsayıcı eğitime yönelik bilgi ve becerilerini arttırmak için branş bazında etkinlik temelli eğitimler verilmesi önerilmektedir.

Article Details

Science Teachers' Thoughts Towards Inclusive Education

Authors:

Sibel Saraçoğlu | Esra Postallı

Publisher:

Dokuz Eylul University

Main Topics:

Fen Bilgisi Eğitimi

Journal:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 61, pp.2531-2570

Document Type:

Article

Publication Date:

9/2024

Document Language:

Turkish

Document ID (Org No.):

2001328347

pISSN:

2602-2850

Inclusive education

science

science education

teacher thoughtKapsayıcı Eğitim

Fen Bilimleri

Fen Eğitimi

Öğretmen Düşünceleri

Issues

Article Details

Authors: Sibel Saraçoğlu | Esra Postallı

Publisher: Dokuz Eylul University

Main Topics: Fen Bilgisi Eğitimi

Journal: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 61, pp.2531-2570

Document Type: Article

Publication Date: 9/2024

Document Language: Turkish

Document ID (Org No.): 2001328347

pISSN: 2602-2850

Issues

Authors:

Sibel Saraçoğlu | Esra Postallı

Publisher:

Dokuz Eylul University

Main Topics:

Fen Bilgisi Eğitimi

Journal:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 61, pp.2531-2570

Document Type:

Article

Publication Date:

9/2024

Document Language:

Turkish

Document ID (Org No.):

2001328347

pISSN:

2602-2850