Preparation, implementation and evaluation of a portfolio file for inclusive students at 8th grade Science course: "Seasons and climate example"

A portfolio is a collection of information that reflects students' abilities, skills, strengths and weaknesses, their efforts in learning areas, and their level of success. It is a guide that enables teachers to help students with special needs. Few studies have been conducted on the use of portfolios in the field of science education with inclusive students with special needs abroad. As far as we know, no study on this subject has been found in Turkey. For this reason, our study will make important contributions in terms of filling the gap in the literature, as it is the first study in Turkey about the portfolio use of inclusive students. Therefore, the aim of our study is to examine the effects of preparing and applying a portfolio in the field of study of seasons and climate on the inclusive students in the eighth grade science course and the effects of using the portfolio on the conceptual understanding of the students. Case study was used in the research. The study group of the research consists of three full-time inclusive students at the eighth grade. Concept, drawing and interview tests in the portfolio file were used to collect data in the research. The questions in the tests were formed in accordance with the level of students with special needs and the Individualized Education Program plan by making use of the curriculum prepared by the Ministry of National Education, and they were finalized by taking the opinions of five experts. The portfolio file includes activities and information notes prepared by taking expert opinions, and various works (puzzle, poster, poem, etc.) prepared by the students in the study group. After the pre-tests were applied to the students, the portfolio application was used in the teaching of the "Seasons and Climate" unit, then the post-tests and fifteen days later the retention tests were applied. In the analysis of the data obtained from the results of the concept, drawing and interview tests, Marek's (1986) classification (full understanding, partial understanding, alternative understanding and inability to respond) was used. Obtained results are presented with the help of column charts. At the end of the study, it was seen that the portfolio application developed by the researcher had a positive effect on the conceptual understanding and permanence of inclusive students. It was determined that students are more successful in drawing and interview tests compared to the concept test. The portfolio file developed is important in terms of giving teachers an idea about the inclusive students in the following periods and for parents to follow the development of their children. It is recommended to use portfolios with inclusive students in other subjects of the science course and in different courses.