The Effectiveness of Concrete-Pictorial-Abstract Learning Strategy in Teaching Mixtures of Science Subjects to Students with Intellectual Skills Disabilities

Autor/inn/en	Yildirim, Hasan Hüseyin; Karabulut, Havva Aysun
Titel	The Effectiveness of Concrete-Pictorial-Abstract Learning Strategy in Teaching Mixtures of Science Subjects to Students with Intellectual Skills Disabilities
Quelle	In: Elementary School Forum (Mimbar Sekolah Dasar), 10 (2023) 1, S.240-252 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2355-5343
Schlagwörter	Students with Disabilities; Intellectual Disability; Pictorial Stimuli; Teaching Methods; Science Instruction; Scientific Concepts; Direct Instruction; Elementary School Students; Instructional Effectiveness; Foreign Countries; Special Schools; Manipulative Materials; Turkey + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Fantasieanregung; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Unterrichtserfolg; Ausland; Special school; Sonderschule; Hilfsmittel; Türkei
Abstract	The aim of this research is to examine the effectiveness of the concrete-pictorial-abstract learning strategy presented with the direct teaching method in teaching the subject of mixtures, which is one of the science subjects, to students with intellectual skills disabilities. The study used multiple-probe model with a probe phase, one of the single-subject research models. While the dependent variable of the research was the level of showing the mixtures of the students participating in the study; the independent variable is the concrete-pictorial-abstract learning strategy presented with the direct teaching method. The research was conducted with two girls and one boy living in Bolu, diagnosed with intellectual disability, and attending primary school. The data collected in the study were analyzed through visual analysis. As a result of the research, it has been observed that the concrete-pictorial-abstract learning strategy is effective in teaching the subject of mixtures to students with intellectual skills disabilities, that the permanence of this subject learned by the students can be maintained one and three weeks after the end of the education, and that all students can generalize this learning to different environments and tools. (As Provided).
Anmerkungen	Indonesia University of Education. Jl. Mayor Abdurachman No. 211, Sumedang, Jawa Barat, 45322, Indonesia. Web site: https://ejournal.upi.edu/index.php/mimbar/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01