The Effectiveness of Video-Enhanced Activity Schedules in the Teaching of Science Experiments to Seventh-Grade Students with Autism Spectrum Disorder Who Benefit from Inclusive Practices

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dc.contributor.authorElmaci, Ersin
dc.contributor.authorKaraaslan, Ozcan
dc.date.accessioned2024-12-24T19:30:10Z
dc.date.available2024-12-24T19:30:10Z
dc.date.issued2021
dc.departmentSiirt Üniversitesi
dc.description.abstractThree students who were diagnosed with autism spectrum disorder (ASD) and continued their full-time inclusive education participated in the study. The purpose of this study was to determine whether using video-enhanced activity schedules is effective in teaching science experiments (mixture-separation experiments) to seventh-grade students with ASD who benefit from inclusive practices. A multiple-probe design across the participants, one of the single-subject research methods, was used in the study. While the dependent variable of the study was science experiments on the separation of mixtures, the independent variable was the use of video-enhanced activity schedules. In the teaching of some science experiments about the separation of mixtures through the method of video-enhanced activity schedules, baseline, instructional, maintenance, and generalization sessions were organized. The skill steps required for the teaching of the experiments were recorded with a camera, and then these videos were used in teaching sessions as materials. The findings of the study suggested that using video-enhanced activity schedules was effective in the teaching of science experiments about the separation of mixtures to seventh-grade students with ASD who were benefiting from inclusive practices. It was observed that the students retained the information on mixture separation experiments they had learned even after the teaching ended. It was also revealed that the seventh-grade students with ASD benefiting from inclusive practices could generalize the information they had learned from the science experiments to different media and practitioners.
dc.identifier.doi10.15390/EB.2021.9394
dc.identifier.endpage230
dc.identifier.issn1300-1337
dc.identifier.issue207
dc.identifier.scopus2-s2.0-85123784149
dc.identifier.scopusqualityQ3
dc.identifier.startpage203
dc.identifier.trdizinid492510
dc.identifier.urihttps://doi.org/10.15390/EB.2021.9394
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/492510
dc.identifier.urihttps://hdl.handle.net/20.500.12604/7423
dc.identifier.volume46
dc.identifier.wosWOS:000765235300009
dc.identifier.wosqualityQ4
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.publisherTurkish Education Assoc
dc.relation.ispartofEgitim Ve Bilim-Education and Science
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241222
dc.subjectAutism Spectrum Disorder
dc.subjectInclusion
dc.subjectScience Education
dc.subjectVideo-Enhanced Activity
dc.subjectSchedules
dc.titleThe Effectiveness of Video-Enhanced Activity Schedules in the Teaching of Science Experiments to Seventh-Grade Students with Autism Spectrum Disorder Who Benefit from Inclusive Practices
dc.typeArticle

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