Difficulties Encountered by a Dyslexic Secondary School Student in Learning Science and Suggestions for Solutions

Autor/inn/en	Tiril, Hamiye; Okumus, Seda
Titel	Difficulties Encountered by a Dyslexic Secondary School Student in Learning Science and Suggestions for Solutions
Quelle	In: Journal of Science Learning, 5 (2022) 3, S.520-530 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Grade 7; Secondary School Students; Females; Dyslexia; Science Instruction; Skill Development; Educational Technology; Student Centered Learning; Individualized Instruction; Student Needs; Barriers; Foreign Countries; Reading Skills; Writing Skills; Psychomotor Skills; Attention; Memory; Comprehension; Language Skills; Perceptual Motor Learning; Mathematics Skills; Observation; Turkey + Suchen Sie Ihr Suchwort? School year 07; 7. Schuljahr; Schuljahr 07; Sekundarschüler; Weibliches Geschlecht; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Unterrichtsmedien; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Individualisierender Unterricht; Ausland; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Psychomotorische Aktivität; Aufmerksamkeit; Gedächtnis; Verstehen; Verständnis; Language skill; Sprachkompetenz; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Beobachtung; Türkei
Abstract	This study aims to reveal the problems faced by a dyslexic student in learning science and determine what can be considered an effective science teaching method for this kind of learner. The case study design was used, and the study was conducted with a 7th-grade dyslexic female student. This study used observations and a semi-structured interview form as data collection tools. According to the findings, the problems faced by the student with dyslexia in learning science were generally compatible with the literature and immediately affected science learning. It was deduced that the student's reading skills, writing skills, motor skills, attention, memory and comprehension, language skills, use of sensory organs, and math skills are effective in learning science and that the development of these skills is necessary for understanding and comprehending science. In order to develop these skills, it is predicted that technology-based student-centered activities and individualized teaching may be beneficial, which is in line with the constructivist philosophy. In addition, it may be practical to give technology-supported reading extracts containing scientific texts, tasks involving social interaction, and writing tasks to improve students' reading, writing, and language skills. (As Provided).
Anmerkungen	Universitas Pendidikan Indonesia. Jl. Dr. Setiabudhi No. 229 Bandung 40154 Jawa Barat - Indonesia. e-mail: jslearning@upi.edu; Web site: http://ejournal.upi.edu/index.php/jslearning
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01