Use of the think aloud protocol to examine the cognitive skills of students diagnosed with learning disabilities in the physical events topic

In this study, the cognitive skills used by fifth grade students diagnosed with learning disabilities while solving questions related to the subject area of Physical Events were examined using the think-aloud protocol. For this purpose, the case study design from qualitative research approaches was applied. The participants consisted of six fifth grade students diagnosed with learning disabilities studying in a state secondary school in the central district of Tokat province in the 2023-2024 academic year. The 'Think Aloud Protocol', 'Student Information Form' and 'Teacher Information Form' were used to collect the data. In order to determine the cognitive skills used by the participants in the process of solving the questions related to the Physical Events subject area, the Think Aloud Protocol was applied by conducting individual interviews with the participants. In addition, the Student Information Form was used to determine the participants' views on the science course. Moreover, the opinions of the science teacher in the classroom and in the resource room were consulted through the Teacher Information Form about the participants' situations towards the course. While analyzing the cognitive skills used by the participants in the process of solving the questions related to the Physical Events subject area, descriptive analysis method was applied according to the themes determined in the Cognitive Behaviors Classification Form. On the other hand, the status of the participants in the science course was evaluated by calculating the total score for the items in the Student Information Form and Teacher Information Form. As a result of the study, it was determined that all participants applied the skills of 'understanding the problem', 'predicting' and 'forming a conclusion' in each question, the majority of the participants used the skill of 'analyzing the problem' and none of the participants used the skill of 'planning' while solving the questions related to the Physical Events subject area. At the same time, it was observed that the participants generally reached the correct answer, tried to explain the reasons for their answers, but their explanations were mostly insufficient. In addition, when the participants' own opinions and the opinions of the science teacher in the classroom and in the resource room were evaluated, it was found that the participants were interested in science course, they were willing to participate in the activities in the course, they were not hesitant to ask questions in the course and they stood up at the blackboard in the course, but they felt weak in terms of collecting their attention in the course, conceptual learning, repeating at home and doing homework regularly. Some of the participants had difficulties in relating the course content with daily life and other courses. In this context, science teachers can support the development of 'analyzing the problem' and 'planning' skills of students diagnosed with learning disabilities, improvement of their conceptual learning and consequently their scientific explanations, planning activities to help them pay attention and work regularly at home to increase their success in science courses. In addition, in-service training can be provided for teachers who need support to design teaching activities that will make students with learning disabilities more active.