The Opinions of Prospective Teachers about Biology and Nature-Related Activities for Mentally Disabled Students

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  • Author(s): Seyda Gul (ORCID Seyda Gul (ORCID 0000-0003-4005-2158); Esra Ozay Kose (ORCID Esra Ozay Kose (ORCID 0000-0001-9085-7478)
  • Language:
    English
  • Source:
    Science Insights Education Frontiers. 2024 22(1):3499-3512.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Insights Publisher. The Bonoi Group, 725 West Main Street, Suite F, Jamestown, NC 27282. Tel: 336-734-3249; e-mail: [email protected]; Web site: http://bonoi.org/index.php/sief
    • Peer Reviewed:
      Y
    • Source:
      14
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Preservice Teachers; Biology; Students with Disabilities; Intellectual Disability; Special Education; Course Content; Foreign Countries; Plants (Botany); Animals
    • Subject Terms:
      Turkey
    • ISSN:
      2644-058X
      2578-9813
    • Abstract:
      The aim of this study is to examine the opinions of prospective teachers about biology and nature-related activities for mentally disabled students. The survey method was used in this quantitative study. Attitude scale towards biology and nature-related activities for mentally disabled students was used as a data collection tool. The scale was applied to a total of 258 (183 females, 75 males) prospective teachers studying at the education faculty of a state university and taking special education courses. According to the findings, prospective teachers expressed their positive opinions about all the activities specified in the scale. However, a few prospective teachers stated that some of the activities, especially interaction with animals, were not applicable for their mentally disabled students. However, when the findings are evaluated in general, it is concluded that biology and nature-related activities are very valuable for mentally disabled students.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1426400