ASES EDUSCI (INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES) ISSN: 2822-6844

VIDEO MODELING TEACHING METHOD IN SOCIAL SKILL TRAINING FOR STUDENTS WITH AUTISM SPECTRUM DISORDER: A TRADITIONAL REVIEW

Turan Başkonuş — 2024-12-20

The aim of this study is to highlight the importance of the video modeling method in teaching social skills to students diagnosed with Autism Spectrum Disorder within the framework of the relevant literature. To this end, a comprehensive evaluation was conducted by reviewing scientific studies obtained from Web of Science and Google Scholar databases using the keywords "autism spectrum disorder," "video modeling," and "social skills." Autism Spectrum Disorder is a neurodevelopmental disorder characterized by deficits in social communication, repetitive behaviors, and restricted interests. The lack of social skills in individuals diagnosed with Autism Spectrum Disorder negatively affects their social adaptation and quality of life. Among the intervention methods developed to address these deficits, video modeling emerges as an evidence-based approach. Video modeling enables individuals to learn specific behaviors by observing them in videos and is particularly effective for individuals with Autism Spectrum Disorder due to their strong visual processing abilities. Research indicates that video modeling enhances skills such as social play, initiating, and maintaining communication in individuals with Autism Spectrum Disorder. Variants like video self-modeling have been found to boost self-efficacy and motivation by allowing individuals to observe their own successes. Furthermore, video modeling is considered a cost-effective and practical teaching method due to the increasing accessibility of digital technology. Studies on the effectiveness of this method reveal that learned skills can be generalized across different contexts, thereby enhancing the independence of individuals. However, the heterogeneous nature of individuals with Autism Spectrum Disorder necessitates tailoring interventions to meet individual needs. Video modeling is utilized not only for teaching social skills but also for instructing self-care and daily living skills. In conclusion, video modeling is an effective method that supports the social integration of individuals diagnosed with Autism Spectrum Disorder. Expanding such interventions plays a critical role in improving individuals' quality of life and enhancing their participation in society.

Çocuk Gelişimi Önlisans Programı Öğrencilerinin “Çocuk Gelişimi Uzmanı” Kavramına Yönelik Metafor Algıları

zehra yılmazer — 2024-12-20

Soyut kavramların bilinen somut kavramlarla ifade edilmesinde metaforlar kullanılır (Cameron, 2010). Çocuk gelişimi ön lisans programı öğrencilerinin “çocuk gelişimi uzmanı” kavramına yönelik algılarının içerik analizi yoluyla incelenmesi amacıyla yapılan araştırma nitel bir olgubilim araştırmasıdır. Araştırmanın çalışma grubunu bir üniversitenin çocuk gelişimi ön lisans programına devam 84 öğrenci oluşturmaktadır. Araştırmada veri toplamak amacıyla

“Çocuk gelişimi uzmanı … gibidir. Çünkü …. dır”

şeklindeki metafor cümlesi kullanılmıştır. Veriler online olarak toplanmıştır ve verilerin analizinde içerik analizi tercih edilmiştir. Araştırma bulgularına göre çocuk gelişimi programı öğrencilerinin çocuk gelişimi uzmanı kavramına yönelik farklı metaforlar geliştirmelerinden ötürü kavrama yönelik farklı algılarının olduğunu söylemek mümkündür. Araştırma bulguları incelendiğinde çocuk gelişimi ön lisans programı öğrencilerinin “çocuk gelişimi uzmanı” kavramına yönelik 35 farklı metafor oluşturdukları görülmektedir. Bu metaforlar içinde en sık karşılaşılan “öğretmen” metaforu olmuştur. İkinci en sık karşılaşılan metafor ise “anne” olarak karşımıza çıkmaktadır. Araştırma bulgularından öğrencilerin çoğunlukla olumlu ve az sayıda olumsuz metafor oluşturdukları ortaya konulmuştur. “Çocuk gelişimi uzmanı” kavramına yönelik olumsuz metaforlar oluşmasının temel nedeninin bu uzmanlık alanını yeterince anlayamadıkları ya da maruz kaldıkları olumsuz yaşantılar olduğu düşünülmektedir. Elde edilen bulgular neticesinde çocuk gelişimi ön lisans programı öğrencilerinin, “Çocuk gelişimi uzmanı” kavramını daha doğru algılayabilmeleri adına, onlara mesleğinde önemli başarılara imza atmış uzmanlar rol model olarak gösterilerek mesleki yaşamları incelenebilir ayrıca bu uzmanlar sayesinde olumlu gelişmeler yaşayan çocukların başarı hikayelerinin öğrencilere aktarılması sağlanabilir.

The IMPACT OF WEB 2.0 TOOLS ON MIDDLE SCHOOL STUDENTS' VALUES EDUCATION: AN ANALYSIS OF TECHNOLOGY-SUPPORTED EDUCATIONAL APPLICATIONS

türkan TÜRKMEN BUDAK — 2024-12-20

Our values are nurtured through education and serve as the foundation of both school activities and educational theories. Schools play a critical role in shaping values in children as they encompass teachers, peers, and families within their environment. This unique structure positions schools as significant institutions in the development of societal values (Halstead, 1996). Considering that a substantial portion of our time is spent in schools, they present a valuable opportunity to enhance this period and address areas requiring improvement.

This study aimed to examine the effectiveness of technology and Web 2.0 tools in promoting values among middle school students. A quantitative approach was adopted, utilizing a weak experimental design with a single-group pretest–posttest model. The research sample comprised 23 female students from an Imam Hatip secondary school project in the Melikgazi district of Kayseri during the 2021-2022 academic year. The “Living Values Table Scale,” developed by Assoc. Prof. Dr. Mecit Aslan, was employed as the data collection tool and administered as both a pretest and a posttest to the experimental group.

Based on the pretest results, seven values that were less emphasized in daily life were identified and distributed among the 5th, 6th, 7th, and 8th-grade classes (5/A, B, C; 6/A, B; 7/A; 8/A) for collaborative activities. Using Web 2.0 tools such as Learning Apps, students created educational games to raise awareness, which were made available for all students to engage with. Additionally, visual story series were developed using Canva. Over the course of seven weeks, each value was introduced in weekly sessions featuring a guest speaker and accompanied by the visual stories in the school’s conference hall.

Following this seven-week intervention, the posttest was administered. The results indicated that Web 2.0 tools positively influenced students’ ability to integrate values into their daily lives and contributed to an increased awareness of these values.

Keywords: Values, stories, Technology, Web 2.0

MATEMATİK VE BİLGİSAYAR DİSİPLİNLER ARASI UYGULAMA ETKİNLİKLERİNİN 7. SINIF ÖĞRENCİLERİNİN MATEMATİK, BİLİM VE TEKNOLOJİ ÖĞRENMESİ ÜZERİNDE ETKİSİ

Hilal Boyraz — 2024-12-20

Çalışmanın oluşmasında TÜBİTAK 2023 Matematik Yılı Özel Çağrısı amaç ve hedefleri etkili olmuştur. Etkinlikler 21. yüzyıl ışığında araştırmaya iten, merak uyandıran, buluş yoluyla öğretim stratejisinin uygulandığı, katılımcının doğrudan yaşantı geçireceği teknoloji destekli etkileşimli çalışmalardan oluşmaktadır. Etkinliklerle teknoloji destekli etkileşimli öğrenme ortamları yaratarak öğrenmeyi ilgi çekici hale getirip eğlenerek öğrenme planlanmaktadır. Projede 2023-2024 eğitim öğretim yılında Kayseri ilinde devlet okulunda 7. sınıfta öğrenim gören ortaokul öğrencileri hedef kitle olarak belirlenmiştir. Öğrencilerin 7. sınıf olarak seçilme sebebi, ortaokul son sınıfa geçerken matematiğe olan ilgilerini artırmak ve matematik okuryazarlığı becerisi kazandırarak öğrencilerin kendi ilgi, yeteneklerine göre lise seçiminde karar vermelerini sağlamaktır. Fırsat eşitliği ve projenin yaygın etkisinin artması için Kayseri ilinin farklı merkez ilçelerinden (Hacılar, Melikgazi, Kocasinan, Talas) 12 kız ve 12 erkek olmak üzere toplamda 24 öğrenci yer almıştır. Çalışma, nitel bir çalışmadır. Görüşme bulguları kategorilere ayrılarak kullanım sıklığı ve frekans yüzdeleri bulunmuştur. Sonuç olarak etkinliklerle teknoloji destekli etkileşimli öğrenme ortamları yaratarak matematik öğrenmeyi ilgi çekici hale getirip eğlenerek öğrenmeyi sağlamıştır. Öğrenciler için etkinlikler ilgi çekici ve merak konusu olmuştur.

THE EFFECTS OF THE TÜRKİYE CENTURY MAARİF MODEL WORKSHOP-SUPPORTED LANGUAGE EDUCATION ON STUDENTS' LANGUAGE SKILLS AND MOTIVATION

Bilal BUDAK — 2024-12-20

Despite the fact that parents and students attach great importance to language education in our country, it is evaluated that the desired success is not at the desired level. Language education should not be limited to schools, but should be spread throughout life. One of the biggest reasons for not learning a language is the lack of exposure. The second important reason can be shown as the level of interest and desire of the students. For these reasons, it was decided to conduct Workshop-Based Language Education. First, a workshop was opened where students can do listening, speaking, reading and writing activities outside of normal class hours. In this workshop, both normal language lessons are taught and learning environments are provided where students can spend time in their other times. An interactive studio workshop was also opened as an integration to our workshop. In the research, a single group pre-test post-test simple experimental model was used from quantitative research methods. The universe of the research is high school students, and the sample is 9th and 10th grade students studying in a secondary school in Kayseri. Within the scope of the study, “English Placement Test (Intermediate)” was created to determine the language skill levels of the students. In addition, a 3-month “Workshop-Based Language Education Program” was prepared. When the results of the pre-test and the post-test repeated after the program were analyzed, it can be said that the foreign language education given in the workshops was beneficial. In addition, monthly English magazines were published under the name of “SEZENGLISH” within the scope of the workshop studies. English-Turkish, Turkish-English book translations were done. Our students’ practice exams were held in the interactive studio workshop, which is a language workshop and an integrated workshop. The practice exams were mostly performance-based (Theater, podcast, presentation, etc.). It was determined that these studies caused a significant increase in the students’ language level and encouraged them to learn the language in non-school environments. Considering the problems in language education, lack of exposure and students’ reluctance, it can be said that workshop-based language education is beneficial in increasing students’ motivation and level of English.