Teaching the concepts in particulate nature of matter to 6th grade visually impaired students

The importance of first hand experiences in concept learning cannot be denied. It is commonly reported that learning in individuals affected from visual impairment could be slow or incomplete, even they cannot learn if appropriate teaching approaches are not used. Considering the overall difficulties in teaching and learning of science, it is quite important using instructional materials and methods, which are appropriate for needs of visually impaired individuals. For this purpose, an instructional design model was developed to teach basic concepts in 'Particulate Nature of Matter' unit to 6th grade visually impairment students, evaluate the practicality of the design and its effectiveness in concept learning. In this study, it was aimed to improve conceptual learning of visually impaired student in basic science concepts and increase the quality of science education, as well as helping students' accurate and complete learning of other science topics. This study was carried out thrugh a Desing Based Research (DBR) approach in three stages. In the first stage, needs of visually impaired students regarding science learning and their understanding level of the concepts in 'Particulate Nature of Matter' unit were investigated. In the second stage, based on the needs identified in the first stage, an instructional model was designed using ADDIE learning design model and teaching materials and activities were developed. The materials and activities developed were trialed in a special school (Yakutiye Görme Engelliler Ortaokulu), for visually impaired students in Erzurum city centre. In the third stage, the practicality, feasibility, and weaknesses of the instructional design model, teaching materials and activities through classroom observations, students' and teacher's interviews. Two different cohorts of students were studied in the need analysis stage and trial of instructional design. Five students, including two blind and three low vision, were used to identify visually impaired students needs in science learning during 2014-2015 academic year. In trial stage, nine students, including four blind and five low vision, were participated in the study during 2015-2016 academic year. Data were collected through classroom observations, students' and teacher's interviews and academic achievement test. Based on the data collected, it is found that the level of students' learning the concepts in "Particulate Nature of Matter" unit is high, as well as, the instructional design model developed contributed to students science learning. It was also found that using appropriate teaching materials and activities developed according to the individual needs of visual impaired students enhance students' overall learning. Key Words: Science teaching, ADDIE instructional design model, Particulate nature of matter, Visual impairment