Int
ern
at
i
onal
Journ
al of E
valua
tio
n
an
d
Rese
arch
in
Educati
on (I
JE
RE)
Vo
l.
8
, No
.
3
,
Septem
ber
201
9
, p
p.
417
~
424
IS
S
N: 22
52
-
8822
,
DOI: 10
.11
591/
ije
re
.
v8
i
3
.
17591
417
Journ
al h
om
e
page
:
http:
//
ia
es
core
.c
om/
journa
ls
/i
ndex.
ph
p/IJE
R
E
L
earn
i
ng proba
bil
ity of 4th
grad
e scien
ce curri
culum
learn
ing
outcome
s
am
ong
visuall
y im
paired stud
ents
Seraced
din Le
vent Z
orluoğlu
,
Tu
ğçe Er
gaz
i
,
Şeyma Ese
r
Depa
rt
m
ent
M
athem
at
ic
s
and
Sc
i
enc
e
Edu
ca
t
ion,
Süle
y
m
an
Dem
ire
l
Univ
ersity
,
Tu
rke
y
Art
ic
le
In
f
o
ABSTR
A
CT
Art
ic
le
history:
Re
cei
ved
Ja
n
6
, 201
9
Re
vised
A
ug 19
, 2
01
9
Accepte
d
Aug 2
9
, 201
9
In
thi
s
stud
y
,
it
is
ai
m
ed
to
ev
al
ua
ti
ng
of
lear
ning
proba
bilit
y
of
4
th
gra
de
scie
nc
e
cour
se
c
urric
ulum
le
arn
i
ng
outc
om
es
by
visual
l
y
impair
ed
student
s.
The
ref
or
e,
abi
l
ity
to
g
ai
n
l
ea
rn
in
g
outc
om
es
has
bee
n
ex
amined.
In
addi
ti
o
n
to,
in
ca
se
of
g
ai
ning
of
l
ea
rn
i
ng
outc
om
es,
“
how
to
gai
n
?
”
questi
on
was
inve
stigated
.
D
ocument
an
aly
s
is
m
et
hod
was
used
for
thi
s
ana
l
y
sis.
46
le
arn
ing
out
comes
were
anal
y
z
e
d
through
d
esc
ri
pti
ve
anal
y
s
is.
A
s
a
resul
t
of
ana
l
y
z
ing, t
he
co
nfide
nc
e
co
eff
i
cients
were
f
ound
to
be
(
.
72)
gr
ea
t
er
tha
n
.
70
.
From
the
se
findi
ngs,
low
vision
student
s
coul
d
g
a
in
80.
4
%
and
pa
rti
all
y
gai
n
19.
6%
of
l
ea
rnin
g
outc
om
es;
bli
n
d
student
s
coul
d
gai
n
58.
7
%
and
par
tly
g
ain
26.
1
%
and
not
gai
n
15.
2
%
of
l
ea
rning
out
comes.
It
is
thought
tha
t
gre
at
m
aj
ority
of
lear
ning
outc
om
es
c
an
be
g
ai
n
ed
b
y
visual
l
y
impair
ed
student
s
.
Visually
impair
ed
student
s
can
gai
n
to
c
urr
ic
ulum
le
arn
ing
outc
om
es,
howeve
r
i
t is nec
essar
y
to
us
e
pro
m
ote
rs for
th
ese
student
s duri
ng
t
ea
ch
ing.
Ke
yw
or
d
s
:
Do
c
um
ent an
al
ysi
s
L
earn
i
ng outc
om
es
Scie
nce c
urric
ulu
m
Visu
al
ly
im
pai
red stu
den
t
Learn
i
ng s
upportin
g
m
at
erial
Copyright
©
201
9
Instit
ut
e
o
f Ad
vanc
ed
Engi
n
ee
r
ing
and
S
cienc
e
.
Al
l
rights re
serv
ed
.
Corres
pond
in
g
Aut
h
or
:
Serace
dd
i
n
Le
ven
t
Zo
rlu
oğ
l
u
,
Dep
a
rtm
ent M
at
hem
atics and Science
Ed
uca
ti
on
,
Sü
le
ym
an
Dem
irel
U
niv
e
rsity
, F
acult
y o
f
E
du
cat
io
n,
Is
pa
r
ta
, Turk
ey
.
Em
a
il
: l
even
tz
or
l
uoglu@h
ot
m
ai
l.co
m
1.
INTROD
U
CTION
The
e
ducat
io
n
nee
d
c
onsti
tutes
a
m
ajo
r
part
of
hum
an
li
f
e.
E
du
cat
io
n
is
essenti
al
ly
th
e
proce
ss
of
m
aking
c
ha
ng
e
intenti
onal
ly
thr
ough
the
in
div
id
uals’
own
e
xp
e
rience
i
n
th
e
be
hav
i
or
o
f
ind
i
vidual. Howeve
r
,
curriculum
is
need
e
d
f
or
the
syst
e
m
atic
adv
ancem
e
nt
of
edu
cat
io
n.
C
urriculum
is
a
pr
ogram
within
the
edu
cat
io
nal pr
ogram
that
a
tt
a
ches
im
po
rtanc
e to ab
il
it
y
and i
m
p
leme
ntati
on
[
1]
. Kn
owin
g
w
hat to d
o w
it
h
the
le
arn
in
g
outc
om
e
is
sign
ific
a
nt
for
the
pro
gram
to
gain
functi
on
al
it
y
[2]
.
Learn
in
g
outc
om
es
are
kn
owle
dge,
abili
ty
,
at
titud
e
values
ai
m
ed
to
be
ta
ught
to
the
stu
de
nts
dur
ing
t
he
ed
ucati
on
proces
s
[
3]
.
The
m
ai
n
pur
po
s
e
is
that
the
stud
ents
get
the
kn
ow
le
dg
e
on
th
ei
r
own
w
he
n
le
arn
i
ng
ou
tc
om
e
is
gained
.
By
this
m
eans,
stud
e
nt
will
reali
ze
sci
entifi
c
p
ro
ces
s
sk
il
ls
that
are
t
he
ai
m
of
sci
ence
ed
ucati
on
as
well
.
F
or
t
his
reas
on,
te
ach
ing
in
sci
ence c
urricu
la
h
as a
sp
eci
al
sig
nificance
in
teac
hing
proce
ss
[
4]
.
Scie
nce
is
interdisci
plina
ry
posit
ive
sci
ence
including
sci
e
nce
branc
hes
s
uch
as
ph
ysi
cs
,
chem
is
try
,
bio
lo
gy,
ge
ology,
ast
r
onom
y
and
en
vir
onm
e
ntal
ed
ucati
on.
Scie
nces
ena
bl
e
us
t
o
underst
and
the
e
nvir
onm
ent
in
w
hich
the
i
nd
i
vidual
li
ves
,
to
s
olve
the
pro
blem
s
enco
un
te
rin
g
a
nd
to
us
e
th
e
c
on
c
epts
le
ar
ning
i
n
thei
r
daily
li
fe
[5]
.
The
te
ac
hing
of
sci
en
ce
is
car
ried
out
withi
n
the
sc
ope
of
S
ci
ence
E
du
cat
i
on
Cu
rr
ic
ulu
m
[6]
i
n
Turkey.
I
n
t
his
co
ntext,
al
so
it
is
ai
m
ed
to
pr
ov
i
de
t
he
st
ud
e
nts
with
basic
i
nfor
m
at
ion
a
bout
sci
ence,
to
m
ake
us
e
of
the
sci
entifi
c
pr
ocess
sk
il
ls
relat
e
d
to
sci
ence
,
t
o
reali
ze
th
e
i
nteracti
on
am
ong
th
e
in
div
i
dual
,
the
env
i
ronm
ent
a
nd
s
ociet
y,
to
dev
el
op
e
ntre
prene
urshi
p
sk
il
ls
relat
ed
to
sci
ence,
interest
and
c
ur
i
os
it
y
a
bout
even
ts
h
a
ppeni
ng in natu
re a
nd
nearby a
nd att
it
ud
es
hav
e
b
e
en
a
dopted
.
Learn
i
ng
sci
en
ce
are
ap
plied
in
sci
e
nces
c
urriculum
with
ou
t
disti
nguishi
ng
in
div
i
dual
diff
e
re
nces
.
Howe
ver,
in
div
id
ual
dif
fer
e
nc
es
ought
to
be
at
the
forefro
nt
to
bec
om
e
c
urriculum
m
or
e
eff
ic
ie
nt
in
o
r
de
r
t
o
get
basic
s
kill
s
an
d
to
m
ake
edu
cat
io
n
bette
r
qual
it
y
[6]
.
N
ever
t
heless,
w
hen
te
achi
ng
pro
gr
am
s
are
de
sign
e
d,
as stat
ed
they
are
prepa
re
d
wit
hout consi
der
i
ng
i
nd
i
vidual d
iffer
e
nces in
T
urkey. F
or
t
his r
easo
n,
t
he
up
da
ti
ng
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
3
,
Sept
e
m
ber
2019
:
417
-
424
418
of
t
he
c
urricul
um
accord
in
g
to
the
needs
of
the
age
of
stu
den
ts
,
the
ren
e
wal
by
ta
ki
ng
into
c
on
si
der
at
ion
of
the
stud
e
nt
c
har
act
erist
ic
s
or
the
a
ppli
cat
ion
of
the
necessa
ry
arr
a
ng
em
ents
will
prov
i
de
im
p
or
ta
nt
con
t
rib
ution
s
t
o
the
inc
rease
of
the
qual
it
y
of
ed
ucati
on;
a
nd
the
refor
e
th
e
ed
ucati
on
of
the
stu
de
nt
ap
plyi
ng
the lea
r
ned kn
ow
le
dg
e
[
7]
.
It
is
i
m
po
ssible
fo
r
te
ac
h
ers
t
o
ap
ply
the
curriculum
s
pr
epa
red
without
co
ns
ide
rin
g
the
inade
quaci
e
s
to
the
stu
den
t
s
with
ina
dequacy
[
8]
.
F
or
this
r
easo
n,
edu
cat
io
n
do
ne
with
ou
t
co
nsi
der
in
g
i
nd
i
vi
du
al
diff
e
re
nces
will
no
t
reac
h
us
the
de
sired
res
ult
an
d
ta
r
get
[
6]
.
I
n
t
he
relat
ed
r
esearc
hes
i
n
the
li
te
ratur
e
,
it
is
sta
te
d
fr
e
qu
e
nt
ly
that
the
curricula
are
desi
gn
e
d
with
out
consi
der
i
ng
in
div
id
ual
dif
fere
nces
[3
,
9
-
12]
.
The
pr
ese
ntati
on
of
sci
ence
c
our
ce
with
visu
al
co
ntent,
it
s
de
pende
nce
on
app
li
cat
io
n
an
d
the
a
bunda
nc
e
of
abstract
c
once
pts
m
ake
it
diff
ic
ult
for
visua
ll
y
i
m
paired
stud
e
nts
to
gai
n
the
le
ar
ning
outc
om
es
[9]
.
Th
us,
equ
al
it
y
in
op
port
un
it
y
s
hould
be
gra
nted
a
nd
it
is
necessa
r
y
to
e
nsure
tha
t
visu
al
ly
im
paired
stu
den
ts
do
not
to g
et
be
hind t
heir peer
s.
Stud
e
nts
not
ha
ving
vis
ual
im
pair
m
ents
lear
n
diff
ic
ult
con
cepts
of
ab
str
act
sci
ence
and
m
at
he
m
atics
[8
,
12]
.
This
sit
uation
sta
rts
f
ro
m
the
inability
of
stud
e
nts
to
i
m
agine
abst
ract
con
ce
pts
in
their
m
ind
s.
Whe
n
it
is
tho
ug
ht
that
85
%
of
the
inf
or
m
at
ion
is
ob
ta
ine
d
with
visio
n,
it
is
beco
m
ing
m
or
e
diff
ic
ult
fo
r
visu
al
ly
i
m
paired
stu
de
nts
to
le
a
rn
sci
ence
c
on
ce
pts
con
ta
ini
ng
ab
stract
co
nce
pts
[
8]
.
Vis
ually
i
m
paire
d
popula
ti
on
i
n
Turkey
co
ns
ti
tutes
a
substan
ti
al
aud
ie
nce
with
6%
of
t
he
popula
ti
on
of
T
urkey
[13]
.
Con
side
rin
g
these
akno
wled
gem
e
nts,
it
is
neces
sary
to
pro
vid
e
eq
ualit
y
of
op
portu
nity
for
vi
su
al
ly
i
m
paired
in
div
i
du
al
s
a
nd
to
m
ake
neces
sar
y
arr
a
ngem
ent
s
in
ed
ucati
on
f
or
this.
As
visu
al
ly
im
pai
red
stu
de
nts
a
re
hav
i
ng
pro
blem
s
j
oi
ning
the
ed
ucati
on
al
pr
oc
ess.
In
a
dd
it
io
n
to
these,
st
ud
e
nts
pa
rtic
ipati
ng
in
the
trai
ning
proce
ss
m
a
y
encou
nter
oth
e
r
prob
le
m
s
in
the
process.
F
or
this
reas
on,
vis
ually
i
m
paired
st
udents
f
al
l
beh
i
nd
f
rom
their
peer
s
[11
,
14
,
15]
.
It
is
sta
te
d
that
the
visu
al
ly
i
m
paired
stu
den
ts
ha
ve
a
lo
wer
su
c
cess
t
ha
n
t
he
st
ud
e
nts
w
ho
don’t
hav
e
vis
ually
i
m
paired
bu
t
the
reason
of
this
fail
ur
e
is
du
e
to
the
la
ck
of
e
xp
ect
at
i
on
a
nd
as
a
res
ult
of
the brai
ll
e alpha
bet
[
16]
, w
it
hout
us
i
ng aprp
or
ia
te
teac
hi
ng progr
am
an
d t
eachin
g
m
et
hods
[
17
]
.
In
te
rm
s
of
ed
ucati
on,
visu
al
l
y
i
m
paired
stu
den
ts
a
re
basic
al
ly
div
ided
int
o
tw
o
a
reas:
bl
indness
a
nd
low
visio
n.
Ac
cordin
g
to
ed
uc
at
ion
al
de
fi
niti
on
th
os
e
w
ho
need
Brai
ll
e
al
ph
a
bet
(tact
il
e
a
lph
a
bet)
or
th
e
us
e
of
a
ud
it
ory
m
at
erial
s
are
refe
rr
e
d
as
ed
uca
ti
on
al
blin
d
[
18
]
.
The
e
ff
ect
i
ve
us
a
g
e
of
th
e
sens
or
y
orga
ns
is
cru
ci
al
in
gaini
ng
le
ar
ning
out
com
es
fo
r
low
visio
n
an
d
blin
d
ind
i
viduals.
More
ver,
te
ach
ers
shou
l
d
ente
gr
at
e
var
i
ou
s
m
at
eri
al
s
and
m
et
ho
ds
to
transf
e
r
le
arn
i
ng
ou
tc
ome
s
[16]
.
The
refor
e
,
Brai
ll
e,
docum
ents
wr
it
te
n
with
a
big
ge
r
ty
pe
siz
e,
ta
pe
reco
r
der
s
,
com
pu
te
r
,
ta
blet,
m
agn
if
ie
r
,
three
dim
e
ns
io
nal
m
od
el
l
ing
sho
uld
be
a
pp
li
e
d
for
sci
e
nce tea
chin
g for
visu
a
ll
y im
paired
stud
e
nts
[9
,
19
]
.
Eff
ect
ive
sci
e
nc
e
edu
cat
io
n
is
achieve
d
thr
ough
the
co
rrec
t
l
earn
ing
of
knowle
dge,
s
kill
s,
con
ce
pts
and
le
ar
ning
outc
om
es
relat
ed
to
sci
ence
[
20
-
22
]
.
T
o
le
ar
n
the
co
nce
pts
of
sci
ence
by
the
vis
ually
i
m
paire
d
stud
e
nts
a
nd
to
ac
qu
i
re
the
le
arn
i
ng
outc
om
es
,
us
in
g
e
m
bo
ssed
le
tt
er
s,
la
r
ge
pap
e
r
docum
ents,
s
ound
recorde
rs
,
com
pu
te
rs,
ta
blets, m
agn
ifie
rs
,
th
r
ee
dim
ension
al
are n
ecessa
ry
[
19
]
.
E
xam
ining
the
li
te
ratur
e
,
pee
r
relat
ion
s
of
vi
su
al
ly
handica
pp
e
d
st
ud
e
nts
with
visu
al
i
m
pair
m
ents,
stud
y
of
dif
ficu
lt
ie
s
enco
unte
r
ed
by
visu
al
ly
ha
nd
i
capp
e
d
in
div
i
dual
s
in
s
ocial
li
fe
[
23
],
stu
dies
on
a
dole
sce
nts
aff
ect
e
d
by
visu
al
i
m
pairm
ent
sh
ow
t
hat
struc
ture
d
gr
oup
e
du
cat
io
n
has
a
n
im
pact
on
know
le
dg
e
le
vels
an
d
be
ha
viors
in
the
ta
r
geted
area
s
[
2
4
]
.
I
n
a
nothe
r
stu
dy,
it
is
f
ound
t
hat
the
de
pr
essi
on
le
vels
an
d
the
sel
f
c
on
ce
pt
featur
e
s
are
sim
il
ar
to
each
oth
e
r
an
d
the
le
vel
of
a
nx
ie
ty
is
hig
he
r
[
25
-
27
]
,
a
total
blind
st
ud
e
nt
m
us
eum
edu
cat
ion
stud
y
[
28
]
,
ed
ucati
on
of
vis
ually
i
m
paired
stu
den
ts
on
m
at
he
m
atic
s
ed
ucati
on
[3
,
17
,
29
]
,
m
us
ic
ed
ucati
on
for
stud
e
nts
with
vi
su
al
i
m
pair
m
ents
[30]
,
le
ar
ning
sty
le
s
of
visua
ll
y
i
m
paired
stud
e
nts
[
31
]
,
con
ce
pt
deve
lop
m
ent
in
visu
al
ly
i
m
paired
st
ud
e
nts
[
32]
de
velo
ped
an
d
im
ple
m
ented
a
wr
it
t
en
do
c
um
ent
r
ecognit
ion
a
nd
vocal
iz
at
ion
s
yst
e
m
for
visu
al
ly
i
m
paired
ind
i
vi
du
al
s
[
33
]
,
t
hat
gui
ded
ex
plorat
io
n
m
od
el
on
stu
de
nt
s
af
fected
by
vis
ual
i
m
pair
m
ent
ha
d
a
posit
ive
e
ff
ect
on
s
ucce
ss
com
par
e
d
t
o
tra
diti
on
al
l
earn
i
ng
m
od
el
[9
,
10
,
15
,
34
,
35]
,
te
aching
the
c
on
ce
pt
m
app
ing
an
d
su
m
m
ari
zi
ng
sk
il
ls
of
s
tud
e
nts
with
lo
w
visio
n
thr
ou
gh
peer
tuto
rin
g
[36]
and
m
a
te
rial
d
esi
gn
in
c
on
ce
pt
te
achin
g
for
blind
stu
de
nts
[11
,
12,
15
,
37
-
40]
.
In
the
fi
el
d
of
li
te
racy,
there
wer
e
no
stu
die
s
oth
e
r
tha
n
[
3]
'
s
stud
y
on
t
he
ac
hievem
ent
of
t
he
le
ar
nin
g
outc
om
es
in
the
c
urricul
um
b
y
visu
al
ly
im
paired
stu
de
nts.
It
is
aim
ed
to
e
va
luate
the
possibil
it
y
of
the
f
ourt
h
cl
ass
le
ar
ni
ng
outc
om
es
of
t
he
sci
ence
le
ssons
by
the
visu
al
ly
i
m
paired
stud
ents
in
the
st
udy
du
e
to
la
c
k
of
stu
dies
on
the
le
arn
i
ng
ou
t
com
es
of
t
he
sci
e
nce
curricul
um
in
the
fiel
d
an
d
the
stu
dy
of
the
sci
ence
c
ourse
in
the
4
th
gr
a
de.
It
has
bee
n
inv
est
igate
d
ho
w
blin
d
a
nd
visu
al
ly
i
m
paired
st
ud
e
nts,
w
ho
a
re
res
pons
ib
le
for
t
he
sam
e
acq
uisit
ion
s
a
s
well
as
their
peer
s
in
the
stu
dy,
will
get
acq
uis
it
ion
or
not.
T
he
use
f
uln
ess
of
t
he
pr
ogra
m
will
be
assessed
by
cal
culat
ing
t
he
li
kelihood
of
gaini
ng
4
th
grade
le
a
rn
i
ng
ou
tc
om
es
in
the
sci
e
nce
c
urriculum
for
vi
su
al
ly
i
m
paired
stu
de
nts.
T
his
stud
y
is
ver
y
i
m
po
rt
ant
beca
us
e
it
sh
ows
how
visu
al
ly
i
m
paired
stud
e
nts
co
uld
gain
le
arn
in
g
ou
tc
om
es
and
in
t
his
re
gard
the
le
arn
in
g
ou
tc
om
es
of
cu
rr
i
culum
pr
ogra
m
s
wil
l
sh
ow
ho
w
appr
opriat
e the
stu
den
ts a
re t
o i
nd
i
vidual
differences
.
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
Evalu
atio
n of lear
n
i
ng
pr
ob
abil
it
y o
f 4t
h gr
ad
e
sc
ie
nce
curri
culu
m
le
arni
ng
…
(
Seraced
din
Levent
Zor
luoğlu
)
419
2.
RESEA
R
CH MET
HO
D
This
stu
dy
is
c
onduct
ed
with
do
c
um
ent
analy
sis
m
et
ho
d.
D
ocu
m
ent
analy
sis
def
i
nes
as
a
syst
e
m
at
ic
proce
dure
f
or
rev
ie
wing
or
e
valuati
ng
ei
the
r
pri
nted
or
el
ect
ronic
docu
m
ents
or
m
at
e
rial
s
[41]
.
A
s
any
of
qu
al
it
at
ive
m
eth
ods,
doc
um
ent
analy
sis
can
be
us
ed
as
a
c
om
ple
m
entary
or
a
n
i
ndepe
nd
ent
resea
rc
h
m
et
hod
[41
,
42]
.
I
n
thi
s
stu
dy,
it
isi
nvest
igate
d
w
he
ther
the
vis
ually
i
m
paired
stu
den
ts
a
re
ca
pa
ble
of
gaining
the
4t
h
cl
ass
le
arn
in
g
ou
tc
om
es
(4
6
le
arn
i
ng
ou
tc
om
es)
publishe
d
in
the
Scie
nce
Teachin
g
Curri
culum
in
20
17,
an
d
with
wh
ic
h
s
up
porters
the st
udents
could
g
ai
n
them
.
The
le
ar
ning
outc
om
es
analys
is
ta
ble
was
evaluated
by
3
r
esearche
rs.
One
of
t
hem
was
a
chem
is
try
edu
cat
or
f
or
stud
e
nts
with
vi
su
al
im
pair
m
e
nt.
T
he
oth
e
r
t
wo
resea
rc
her
s
are
sci
e
nce
te
achers
an
d
gra
du
at
e
stud
e
nts.
For
t
his
rea
son,
it
is
exam
ined
a
nd
e
valuate
d
w
hethe
r
the
stu
de
nts
with
visua
l
i
m
pair
m
ent
will
be
able
to
gain
th
e
4
th
gr
a
de
le
ar
ning
ou
tc
om
es
of
sci
ence
le
ss
on
s
an
d
w
hich
le
arn
in
g
outc
om
es
can
be
w
on
wit
h
the s
upporters
.
As
a
data
c
ollec
ti
on
to
ol,
res
earche
rs
ha
ve
create
d
a
be
ne
fit
analy
sis
ch
art
that
ca
n
as
sess
w
hethe
r
le
arn
in
g
ou
tc
om
es
gain
f
or
bl
ind
a
nd
un
der
-
seen
stu
de
nts,
how
they
ca
n
gain
if
t
hey
gai
n,
a
nd
w
hat
s
ponso
rs
they
n
ee
d.
This
table f
or ev
al
ua
ti
on
s
was use
d by each
r
esea
rch
e
r.
To
e
ns
ure
reli
abili
ty
,
the
ana
ly
sis
was
carri
ed
out
in
t
hr
ee
ste
ps
.
In
t
he
f
irst
ste
p,
the
a
bili
ty
of
the
stud
e
nts
wit
h
visu
al
disabili
ti
es
to
gai
n
by
choosi
ng
t
wo
un
it
s
in
each
unit
was
e
valuat
ed
by
t
he
rese
a
rch
e
rs.
A
fter
,
w
hethe
r
the
le
arn
in
g
ou
tc
om
e
is
le
a
rn
e
d
is
evalua
te
d.
The
resea
rch
e
rs
prese
nted
their
th
oughts
on
wh
ic
h
dim
ension
t
o
gai
n
an
d
wh
ic
h
sup
port they
cou
l
d
get,
and
t
he
dim
ension
to which
c
on
s
ens
us
w
as g
ive
n.
In
cases
w
he
r
e
the
con
se
nsu
s
is
no
t
avail
able,
each
rese
arch
e
r
has
set
the
di
m
ensio
n
to
w
hich
th
ey
hav
e
agr
ee
d;
ex
pres
s
their
op
i
nion
s.
I
n
the
sec
on
d
ste
p,
the
le
ar
n
in
g
outc
om
es
wer
e
a
naly
zed
by
each
resea
rch
e
r.
At
the
la
st
ste
p,
t
he
analy
sis
of
the
resear
cher
s
has
bee
n
c
on
tr
olled
t
o
c
om
bin
e
the
ind
i
vidual
str
uctu
red
analy
zes.
An
al
yz
es
pro
vid
e
d
in
a
c
on
se
nsus,
ha
ve
bee
n
acce
pte
d.
I
n
analy
zes
w
he
r
e
no
c
onse
ns
us
wa
s
rea
che
d,
the
re
searche
rs
we
re
ei
ther
discu
ss
ed
ei
the
r
a
gr
ee
d
upon,
or
the
cl
assifi
cat
ion
was
acce
pted
with
a
m
ajo
rity
vote
. Th
e
c
onfide
nc
e
coe
ff
ic
ie
nt (
29)
of
the
stu
dy w
as
cal
c
ulate
d
(.72) b
y
dete
r
m
ining
the
co
nse
nsus
and d
isa
gr
eem
ents
durin
g
the
contr
ol.
I
n
the
st
ud
y,
descr
i
ptive
an
al
ysi
s
m
e
tho
d
was
us
e
d
bec
ause
analy
sis
of
le
ar
ning
ou
tc
om
es
us
ed
cod
e
-
cat
eg
ory
and
them
e
pr
e
-
desig
ne
d
by
research
e
rs.
Descr
i
ptive
analy
sis
is
app
li
ed
in
cases
wh
i
c
h
descr
i
ptive
de
scriptio
ns
are
m
ade
accor
ding
to
so
m
e
the
m
es
dete
r
m
ined
by
the
rese
arch
e
r
[
43
-
45]
.
The
analy
sis
of
the
le
arn
i
ng
outc
om
es
are
as
f
ollows:
"4
.3.2.
1.
It
te
ache
s
t
he
m
agn
et
a
nd
disc
ov
e
rs
t
hat
it
has
po
le
s
."
e
ven
if
the
te
ache
r
te
ll
s
the
le
a
rn
i
ng
ou
tc
om
es,
it
is
thou
gh
t
t
hat
t
he
st
ud
e
nt
with
lo
w
visio
n
is
abl
e
t
o
le
arn
with
ou
t
s
upportin
g
t
his
le
arn
in
g
outc
om
e.
Fo
r
this
re
aso
n,
lo
w
visi
on
stu
den
ts
ha
ve
been
exam
i
ned
in
the
le
arn
in
g
-
ca
te
gorizat
ion
ca
te
gory
and
in
the
le
arn
i
ng
co
de
with
ou
t
sup
port.
The
blind
stud
ent
is
thought
t
o
acqu
i
re
th
e
le
arn
i
ng
outc
om
e
by
b
rin
ging
the
m
agn
et
or
three
-
dim
ension
al
m
a
te
rial
into
the
center
and
exp
la
ini
ng
an
d
supportin
g
the
stud
e
nt.
F
or
t
his
reas
on,
the
blind
stu
den
t
ha
s
al
so
bee
n
pl
aced
in
t
he
cat
egory
of
gain
-
le
ar
ning
ou
tc
om
es
and
descr
i
ptive
na
rr
at
ive
ta
ct
il
e
m
od
el
cod
es
.
“
4.
4.2.1.
It
m
ea
su
res
an
d
c
ompare
s
the
m
asses
and
volum
es
of
diff
e
re
nt
m
at
erial
s.”
It
is
thought
that
low
-
visio
n
an
d
blind
stu
de
nts
wi
ll
need
su
pp
or
te
rs
f
or
this
le
arn
in
g
outc
om
e
to
be
r
eal
iz
ed
an
d
ta
ught.
F
or
this
reason,
unde
re
m
plo
ye
d
stud
e
nts
are
thought
t
o
get
acqu
isi
ti
on
by
us
ing
a
m
agn
ifie
r
in
the
c
at
egory
of
gaining,
in
the
c
on
te
xt
of
te
ac
her
-
pee
r
assist
ance,
us
i
ng
desc
riptive
narrati
ve.
Th
r
ought
the
blin
d
stu
de
nts,
thi
s
le
arn
i
ng
outc
om
e
is
placed
in
t
he
cat
egory
wh
e
r
e
it
is
directed
towa
rd
s
pr
act
i
ce
an
dc
om
par
ison,
an
d
can
be
par
ti
al
ly
wo
n
by
us
in
g
pee
r
-
te
acher
assist
ance
a
nd
de
sc
riptive
na
rr
at
ive.
“
4.5.3.
1.
Q
uestio
n
th
e
causes
of
li
ght
poll
utio
n.
”
It
is
c
on
si
der
e
d
tha
t
these
stu
de
nts
will
no
t
be
a
bl
e
to
le
ar
n
e
xac
tl
y
wh
et
he
r
the
acq
uisit
ion
is
giv
e
n
to
the
st
ud
e
nt
by
the
te
acher
or
if
var
i
ous
s
uppo
rters
a
re
use
d.
For
t
his
rea
so
n,
t
he
le
ar
ni
ng
outc
om
e
ha
s
bee
n
st
udie
d
in
the
le
ar
ning
cod
e
,
par
tl
y
in
the
ga
ining
cat
eg
ory
and
with
ou
t
support
.
It
is
pr
e
dicte
d
t
hat
the
blin
d
st
udent
ca
nnot
ga
in
this
le
arn
in
g
outc
om
e
as
a
resu
lt
of
no
t
bei
ng
a
bl
e
to
le
arn
the
li
gh
t
co
nce
pt
be
cause
of
li
fe
an
d
visio
n
fail
ure
.
For
this
reas
on,
thi
s
le
arn
i
ng
outc
om
e
has
bee
n
ex
am
ined
in
the
co
de
of
bl
ind
stu
de
nts
c
annot
gain.
“
4.8.1.
3.
Desig
n
a
nd
pr
esent
the
pro
duct
.”
it
is
th
ough
t
that
wh
e
n
the
ac
quisi
ti
on
is
ex
plaine
d
by
the
desc
riptive
narrati
ve
of
th
e
unde
rem
plo
ye
d
le
ar
ner
,
he
or
s
he
ca
n
des
ign
a
nd
pr
e
sen
t
the
product
with
the
help
of
th
e
te
acher
an
d
hi
s
fr
ie
nds.
F
or
this
reason,
th
e
le
arn
in
g
outc
om
e
is
placed
in
the
gai
ning
ca
te
gory
an
d
in
the
te
acher
assist
anc
e
-
desc
riptive
nar
rati
ve
-
peer
help
co
des
.
It
is
tho
ug
ht
that
the
blin
d
stu
de
nt
will
no
t
be
able
to
gain
t
his
le
ar
nin
g
outc
om
e
be
cause
t
he
stu
de
nt
can
not
do
dr
a
wing
a
nd
de
sign
with
t
he
ai
d
of
the
te
acher
or
with
the
desc
ri
ptive
na
rr
at
ive
of
the
te
ache
r.
Fo
r
this
rea
son,
blin
d
stu
de
nt
s
hav
e
bee
n
e
xam
ined
in
the
cod
e
of no
n
-
gain.
3.
RESU
LT
S
AND DI
SCUS
S
ION
Ther
e
wer
e
46
stu
den
ts
in
the
4
th
g
rad
e
Scie
nce
Ed
uca
ti
on
Pro
gr
am
hav
e
bee
n
exa
m
ined
.
T
he
su
pp
or
te
rs
of
the
visu
al
ly
im
paire
d
stu
de
nts
ha
ve
bee
n
e
xam
ined
by
co
nsi
der
in
g
t
he
c
r
it
eria
for
wh
ic
h
they
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S
N
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In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
3
,
Sept
e
m
ber
2019
:
417
-
424
420
can
gain
.
T
he
distrib
ution
of
the
li
kelih
ood
that
the
gai
ns
c
an
be
gaine
d
by
the
lo
w
visio
n
a
nd
blind
stu
dent
s
are
giv
e
n
in
Ta
ble 1.
Table
1.
Di
stri
bu
ti
on
of
le
ar
ni
ng
outc
om
es
accor
ding t
o
the
pro
s
pects
of lo
w visi
on a
nd b
l
ind
stu
den
ts
Low Visio
n
Blin
d
Gain
s
Partiall
y
G
ain
Can
’t
Gain
Gain
s
Partiall
y
G
ain
Can
’t
Gain
Nu
m
b
e
r
o
f
L
ea
rni
n
g
Outco
m
es
37
9
0
27
12
7
Percent
(%)
8
0
.4
1
9
.6
0
5
8
.7
2
6
.1
1
5
.2
Nu
m
b
e
r
o
f
T
o
tal
Acq
u
isitio
n
46
46
It
is
tho
ug
ht
that
low
visio
n
stud
e
nts
can
get
80.
4%
of
the
le
arn
in
g
outc
om
es
and
par
ti
al
ly
ge
t
19.6%.
T
he
re
are
no
le
ar
ning
outc
om
es
that
can
not
be
le
a
rn
e
d
by
st
ud
e
nt
s
with
l
ow
vis
ion
.
It
is
th
ought
that
blind
stu
den
ts
will
be
able
to
get
58.7
%
,
par
tl
y
ge
t
26.
1%
a
nd
get
15.
2%
(
Table
1).
T
he
sta
tus
t
o
gai
n
le
arn
in
g
outc
om
es
with
su
ppor
t
ive
fact
or
a
nd
without
sup
port
ive
facto
r
of
the
stu
de
nts
with
l
ow
visi
on
ar
e
sh
ow
n
in
the
T
able 2.
Table
2.
Invest
igati
on
of the
le
arn
i
ng outco
m
es
that are t
houg
ht to be
gai
ned b
y
stu
den
t
s w
it
h l
ow
vision by
su
pp
or
ti
ve
fact
or
Gain
s with
su
p
p
o
rter
Gain
s with
o
u
t su
p
p
o
rter
Nu
m
b
e
r
o
f
Lea
rni
n
g
Outco
m
es
18
28
Percent
(%)
3
9
.1
6
0
.9
The
le
ar
ning
outc
om
es
that
blind
stu
de
nts
ar
e
no
t
ex
pected to
gaine
d,
a
re
us
ua
ll
y
exp
eri
m
ent
design,
m
at
erial
s
that
can
be
disti
nguish
e
d
by
visu
al
se
ns
e,
li
ghti
ng
to
ols
a
nd
li
gh
t
a
nd
li
ght
poll
utio
n
le
arn
i
ng
ou
tc
om
es.
The
le
arn
i
ng
outc
om
es
that
blin
d
st
ud
e
nts
ca
n
not
achie
ve
a
r
e;
“
4.4.4.
2.
De
sign
s
the
e
xpe
rim
en
t
that
the
m
at
erial
s
can
chan
ge
with
the
effe
ct
of
heat.”
,
“
4.4.5.
1.
T
hey
cl
assify
the
su
bs
ta
nces
they
us
e
fr
e
qu
e
ntly
in
t
heir
daily
li
fe
as
pure
substa
nces
a
nd
m
ixt
ur
es
an
d
e
xpla
i
n
t
he
dif
fer
e
nc
es
bet
ween
them
.”
,
“
4.5.1.
2.
D
esi
gns
f
or
li
ghti
ng v
ehicl
es
that
c
an
be
us
e
d
in
t
he
f
u
tu
re.”,
“
4.5.3.
1.
Q
uestio
ns
about
the
ca
use
s
of
li
gh
t
po
ll
utio
n.
”
,
“
4.5.3.
2.
Ex
plain
the
ne
gative
eff
ect
s
of
lig
ht
poll
utio
n
on
the
obser
vation
of
nat
ur
al
li
fe
a
nd
cel
est
ia
l
bo
die
s.
”
,
“
4.5.3.
3.
P
rod
uces
s
olu
ti
on
s
t
o
re
duce
li
gh
t
poll
utio
n.
”
,
“
4.8.1.
3.
De
sign
a
nd
deliv
er
the
pro
du
ct
.
”
c
onc
lud
e
d
f
ro
m
the
resu
lt
s
that
60.
9%
of
the
46
le
ar
ning
out
com
es
cou
ld
be
gaine
d
by
st
ud
e
nts
with lo
w visi
on
without a
nee
d of su
pport
, w
hile %3
9.1 c
ou
ld g
ai
n wit
h
t
he
sup
portive
(T
able 2).
T
he
sta
tus
t
o
gain
le
ar
ning
ou
tc
om
es
with
su
pp
or
t
ive
fa
ct
or
a
nd
with
out
sup
port
ive
f
act
or
of
the
blind
stu
den
ts
are
sho
wn
i
n
t
he
Ta
ble
3.
Bl
i
nd
stu
den
ts
a
re
thought
to
be
able
to
get
41
%
of
t
he
39
le
arn
i
ng
ou
tc
om
es w
hile t
hey can
not
ga
in %
59 of it
without s
uppor
t
er (
Ta
ble
3
).
Table
3.
Invest
igati
on
of the
le
arn
i
ng outco
m
es
that are t
houg
ht to be
gai
ned b
y
blin
d
st
ud
e
nts
with
su
pp
or
ti
ve
f
act
or
Gain
s with
su
p
p
o
rter
Gain
s with
o
u
t su
p
p
o
rter
Nu
m
b
e
r
o
f
Lea
rni
n
g
Outco
m
es
16
23
Percent
(%)
41
59
It
can
be
see
n
that
unde
r
-
s
igh
te
d
stu
de
nts
can
get
ac
quisi
ti
on
with
out
achi
vem
ent
60.
9%
(28
le
arn
in
g
ou
tc
om
es
)
of
t
he
46
achivem
ent
they
can
get
ac
qu
i
sit
on
.
Te
ache
r
assist
ance
is
ra
nk
e
d
first
with
19%
(f
:
8)
acc
ordin
g
to
the
s
upportive
rate
us
e
d
in
the
ac
qu
i
sit
ion
s
t
hat
ar
e
th
ought
to
be
possible
us
i
ng
th
e
facil
it
at
or
.
The
n,
in
desce
nd
i
ng
orde
r:
16.7%
(f
:
7)
com
pu
te
r
an
d
ta
blet
,
16.
7%
(
f:
7)
descr
i
ptive
na
r
r
at
ive
,
14.3%
(
f:
4)
pee
r
help,
7.1%
(f
:
3)
three
-
dim
ension
al
m
od
el
an
d
4.8%
(f
:
2)
i
ntell
igent
boa
r
d
su
pp
or
te
rs
(
Fi
gur
e
1
).
Distri
bu
ti
on
of
le
ar
ni
ng
outc
om
es
accor
ding
to
s
upporter
s
for
low
visio
n
stude
nts
are
giv
e
n
in
Fig
ure
1
.
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
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Evalu
atio
n of lear
n
i
ng
pr
ob
abil
it
y o
f 4t
h gr
ad
e
sc
ie
nce
curri
culu
m
le
arni
ng
…
(
Seraced
din
Levent
Zor
luoğlu
)
421
Figure
1.
Distri
bu
ti
on
of lea
r
ni
ng
outc
om
es accordin
g
t
o
s
uppo
rters
for
l
ow
visio
n
stu
de
nts
Bl
ind
stu
den
ts
are thou
ght t
o
be
able to
gain 59% (
23
le
ar
ni
ng
outc
om
es
)
of
the
39 achi
vem
ents
they
thought
they
cou
l
d
gain
with
ou
t
s
upport.
A
ccordin
g
to
the
su
pport
ive
rati
o
us
e
d
in
the
a
cqu
isi
ti
ons
us
i
ng
the
su
pp
or
te
r,
s
up
porters
us
e
the
desc
riptive
na
rr
at
ive
with
26
.8
%
(f
:
11)
,
14
.6
%
(f
:
6)
an
d
the
thr
ee
-
dim
e
ns
io
nal
m
od
el
with
12.
2%
(f
: 5)
a
nd
t
he
c
om
pu
te
r
-
ta
blet
is
in
thir
d
place, 9
.
8%
(
f:
4),
a
nd
t
he
reli
ef
an
d
a
udio bo
ok
is
in
f
ourth
place
(F
ig
ur
e
2
).
D
ist
ribu
ti
on
of
l
earn
i
ng
outc
om
es
accor
ding
to
sup
porters
for
blin
d
st
ud
e
nts
is
giv
e
n
in
Fig
ure
2
.
Figure
2.
Distri
bu
ti
on
of lea
r
ni
ng
outc
o
m
es accordin
g
t
o
s
uppo
rters
for bli
nd stu
de
nts
Distrib
ution
of
the
le
ar
ning
outc
om
es
m
os
t
need
e
d
by
the
stud
e
nts
with
l
ow
visio
n
is
i
nd
ic
at
ed
at
Table
4.
Acc
ordan
ce
with
ta
bl
e
there
are
“
4.1.2.
1
inter
pr
et
a
ti
on
of
di
ff
e
rence
betwee
n
the
earth'
s
ro
ta
ti
on
a
nd
wande
rin
g
m
ov
em
ents”,
“4.1
.2
.
2.
T
he
m
ove
m
ents
of
the
world
re
veal
by
the
eve
nt
ual
co
ns
e
qu
e
nces.
”
an
d
“4.4.
2.1.
C
ompare
the
m
asses
an
d
volum
e
s
of
dif
fer
e
nt
m
at
erial
s
by
m
easur
in
g
t
he
m
.”
It
see
m
s
they
will
need
them
:
4.
1.2.1.
T
hr
ee
-
dim
ension
al
m
od
el
,
la
r
g
e
pa
per
do
c
um
ent,
com
pu
te
r
-
ta
bl
et
and
desc
riptiv
e
narrati
ve;
4.1.2.
2.
Th
ree
-
di
m
ension
al
m
od
el
,
intel
li
gen
t
bo
ar
d,
c
om
pu
te
r
-
ta
blet
and
descr
ipti
ve
na
rr
at
ive;
4.4.2.
1.
It
is
de
te
rm
ined
that
they
will
be
abl
e
to
gain
m
or
e
with
the
ai
d
of
te
acher
,
m
agn
ifie
r,
p
ee
r
hel
p
an
d
descr
i
ptive
narrati
on.
Table
4.
T
he
le
arn
i
ng outcom
es that l
ow
vision stu
de
nts n
e
ed
the
m
os
t su
pport
s
Acq
u
isitio
n
s
Su
p
p
o
rter
s Used
4
.1.2
.1.
3
di
m
en
sio
n
al
m
o
d
el
Lar
g
e po
in
t do
cu
m
en
t
Co
m
p
u
ter
-
tab
let
Descripti
v
e nar
rati
v
e
4
.1.2
.2.
3
d
i
m
en
sio
n
al
m
o
d
el
Intellig
en
t
b
o
ard
Co
m
p
u
ter
-
tab
let
Descripti
v
e nar
rati
v
e
4
.4.2
.1.
Teac
h
er
help
M
ag
n
if
ie
r
Descripti
v
e nar
rati
v
e
Peer
h
elp
3
8
6
5
2
7
7
4
0
28
0
0
5
10
15
20
25
30
5
0
6
11
4
5
4
0
23
6
0
5
10
15
20
25
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
3
,
Sept
e
m
ber
2019
:
417
-
424
422
“Dist
rib
ution
of
the
Bl
in
d
St
udents'
Nee
ds
a
nd
S
upports”
i
s
giv
e
n
i
n
the
Table
5:
“
4.1.1
.2
.
Associ
at
e
ro
c
ks
with
m
i
nes
a
nd
disc
uss
the
im
po
rtance
of
ro
c
ks
as
raw
m
at
eri
al
s”
and
“
4.2.1.
3.
It
disc
us
s
es
the
i
m
po
rtance
of
fr
es
hness
a
nd
nouri
sh
m
ent
of
f
oods
f
or
a
he
al
thy
li
fe
base
d
on
researc
h
da
ta
.
”
It
is
t
houg
ht
tha
t
they
will
nee
d
su
pport
ers
f
or
their
le
a
rn
i
ng
outc
om
e;
4.
1.
1.2.
Desc
riptiv
e
na
rr
at
ive
,
rel
ie
f,
c
om
pu
te
r
-
t
ablet
and
a
udio
bo
ok;
4.2.1.
3.
In
t
he
acq
uisit
ion
,
it
is
pr
edict
ed
that
they
will
be
able
to
ear
n
with
the
ai
d
of
pee
r,
reli
ef,
c
om
pu
te
r
-
t
ablet
a
nd
a
udio b
oo
k.
T
he
ben
e
fits
that
lo
w
visi
on
stu
de
nts
an
d
bli
nd
stud
e
nts
m
os
t
ne
ed
f
or
su
pp
or
te
rs
a
re
tho
se
inclu
ding
h
ig
h
-
le
vel c
ogniti
ve
pr
ocess skil
ls.
Table
5.
Distri
bu
ti
on
of the
bl
ind
stu
den
ts'
nee
ds
a
nd s
uppo
rts
Acq
u
isitio
n
s
Su
p
p
o
rter
s Used
4
.1.1
.2.
Descripti
v
e
n
ar
rati
v
e
E
m
b
o
ss
in
g
Co
m
p
u
ter
-
tab
let
Au
d
io
b
o
o
k
4
.2.1
.3.
Peer
h
elp
E
m
b
o
ss
in
g
Co
m
p
u
ter
-
tab
let
Au
d
io
bo
o
k
The
4
th
gr
a
de
s
ci
ence
sci
ence
s
cu
rr
ic
ulu
m
con
sist
s
of
8
unit
s
and
46
ac
quisi
ti
on
s.
T
he
curricula
a
re
pr
e
par
e
d
ta
king
int
o
co
ns
i
derat
ion
the
i
ndivi
du
al
dif
fer
e
nce
s
.
Wh
e
n
e
xam
i
ning
the
le
a
rn
i
ng
outc
om
es,
it
was
rev
eal
e
d
that
vi
su
al
ly
i
m
paire
d
stu
den
ts
m
ay
hav
e
s
om
e
diff
ic
ulti
es
in
gaining
the
le
ar
nin
g
ou
tc
om
es.
It
has
been
ac
hieve
d
that
low
visio
n
stud
ents
will
gain
80.
4%
of
al
l
the
le
arn
in
g
outc
om
es
and
the
blin
d
st
udents
will
be
able
to
gain
58.7
%
of
al
l
the
le
arn
ing
ou
tc
om
es.
In
order
t
o
m
ake
m
or
e
m
eaning
f
ul
interp
retat
io
ns
,
it
was
determ
ined
th
at
if
t
he
find
i
ngs
wer
e
e
valuated
acc
ordin
g
t
o
the
s
ub
-
dim
ension
s:
39.1%
of
the
s
tud
e
nts
with
l
ow
visi
on
(18
le
a
rn
i
ng
ou
tc
om
es
)
an
d
41%
of
the
st
ud
e
nts
with
bli
nd
stu
de
nts
(16
le
ar
ning
outc
om
es
)
wer
e
nee
de
d.
This
s
hows
th
at
both
stu
dent
s
with
blin
dn
ess
an
d
un
dere
m
plo
ym
ent
can
not
gai
n
a
la
rge
m
ajo
rity
of
le
arn
i
ng
ou
tc
ome
s
without
the
us
e
of
s
uppo
rting
m
at
erial
.
Fo
r
visu
al
ly
i
m
paired
ind
ivi
du
al
s
,
su
pp
or
t
is nee
de
d
in
orde
r
for
the
le
ar
ning
to
take
place
.
A
te
acher
try
ing
to
a
pp
ly
the
cu
r
riculum
directl
y
will
no
t
be
able
t
o
gain
st
ud
e
nt
achievem
ent
if
there
are
no
su
pp
or
ti
ng
m
a
te
rial
s.
In
ord
er
to
ac
hieve
equ
al
opport
un
it
ie
s,
ad
aptat
io
ns
shou
l
d
be
m
ade
to
c
urricula
f
or
vis
ually
i
m
paire
d
st
ud
e
nt
s.
T
he
i
nclusi
on
of
su
pp
or
te
rs
ide
ntifie
d
in
t
he
a
naly
sis
for
vis
ually
i
m
paired
stud
e
nts
into
t
he
le
ar
ning
out
com
es
of
the
S
ci
ence
Curri
culum
Program
w
il
l be
act
ive for b
oth
te
achers
a
nd t
h
ese stu
den
ts
.
It
is
belie
ved
that
s
upporters
us
e
d
in
the
ana
ly
sis
and
w
ritt
en
in
the
li
te
ratur
e
ca
n
m
ake
it
easi
er
f
or
the
visu
al
ly
im
paired
stud
e
nts
to
gain
th
ei
r
le
arn
in
g
outc
om
es
and
enab
le
the
act
ive
pa
rtic
ipati
on
of
th
e
stud
e
nts
in
th
e
le
ct
ur
es
.
T
he
u
se
of
ta
ct
il
e
and
a
udit
or
y
weig
hted
m
ater
ia
ls
durin
g
the
te
achin
g
of
blind
stud
e
nts
an
d
the
us
e
of
co
urse
m
at
erial
s
su
ch
as
la
rg
e
pa
per
doc
um
ents
in
the
te
aching
of
unde
rem
plo
ye
d
stud
e
nts
m
ake
le
arn
in
g
eff
ec
ti
ve.
In
ex
pe
rim
ents
inv
ol
ving
especial
ly
sci
ence
,
m
a
the
m
at
ic
s
and
com
pu
te
r
-
assist
ed
te
achi
ng contri
bu
te
t
o visuall
y
-
im
pa
ired
st
ud
e
nts
.
It
is
e
m
ph
asi
zed
the
i
m
po
rta
nc
e
of
sup
porter
s
in
edu
cat
io
n
by
e
m
ph
asi
zi
ng
that
the
us
e
of
m
at
erials
that
are
a
ppr
opriat
e
f
or
the
curriculum
in
the
sci
ence
cl
assroom
wil
l
m
ake
le
arn
i
ng
m
or
e
per
m
an
ent
an
d
eff
ect
ive
.
I
n
t
he
sc
op
e
of
t
he
stu
dy,
it
is
necessa
ry
to
blen
d
the
te
achin
g
m
at
erial
s
with
t
he
s
upportin
g
m
at
erial
s
accor
ding
to
the
res
ults
that
the
un
der
em
plo
ye
d
s
tud
e
nts
ca
n
gain
39.1%
of
t
he
le
arn
i
ng
outc
om
es
and
the
blin
d
stud
e
nts
t
he
41%
of
the
le
ar
ning
outc
om
es
,
a
nd
eve
n
if
no
di
ff
e
ren
ce
s
in
pract
ic
e
an
d
e
qual
opport
un
it
ie
s
in
pr
ocess,
t
he
con
cl
us
io
n
has
to
be
gi
ven.
It
is
determ
ined
that
blin
d
stu
de
nts
can
not
ga
in
7
of
their
le
arn
i
ng
ou
tc
om
es
.
Given
the
le
arn
i
ng
o
utcom
es
that
can
no
t
be
earn
e
d,
these
are
usual
ly
gains
that
include
co
nce
pt
s
su
ch
a
s
m
aking
e
xp
e
rim
ent
s,
desi
gn
i
ng
e
xperim
ents,
act
ivit
ie
s
that
can
be
use
d
for
vision
,
li
gh
ti
ng
dev
ic
e
s,
li
gh
t
an
d
li
gh
t
po
ll
utio
n.
It
is
tho
ug
ht
that
these
le
arn
in
g
ou
tc
om
es
can
no
t
be
ea
rn
e
d
du
e
to
the
ina
de
qu
ac
y
of
li
fe
in
vi
su
al
ly
i
m
paired
st
ud
e
nts.
Be
cause
visu
a
ll
y
i
m
paired
ind
i
viduals
have
li
tt
le
knowle
dge
of
the
sh
a
pes
,
co
lors,
an
d
m
ove
m
ents
of
som
e
creatures
befor
e
they
ar
e
exam
ined
w
it
h
thei
r
hands
.
H
ow
e
ve
r,
the
stu
de
nts
are
lim
i
te
d
i
n
their
abili
ty
t
o
pe
rceive
eve
n
the
to
uch
es
of
obj
ect
s
with
certai
n
conditi
ons
an
d
co
nce
pts.
Fo
r
t
his
pur
po
s
e,
the
ina
dequacie
s
s
hould
be
ta
ke
n
into
co
ns
id
erati
on
wh
e
n
prepa
rin
g
the
outc
om
es
fo
r
the
pr
ogra
m
,
or
the
progr
a
m
s
sh
ou
l
d
inc
lud
e
fle
xib
le
outc
om
es
fo
r
stud
e
nts
with ina
de
quac
y.
In
t
he
st
ud
y,
it
has
bee
n
dete
rm
ined
that
stu
den
ts
will
nee
d
m
or
e
tha
n
one
s
upporte
r
in
gaini
ng
the
le
arn
in
g
outc
om
e
becau
se
s
om
e
of
t
he
le
ar
ning
ou
tc
om
es
inclu
de
“
high
le
vel
c
ogniti
ve
proces
s
s
kill
s
su
c
h
a
s
”
aski
ng
the
stud
e
nt
to
ex
pl
ai
n
the
c
once
pt
at
the
e
nd
of
t
he
researc
h
”
,
“
m
aking
stu
de
nt
com
par
iso
ns”
an
d
“
exp
la
ini
ng
th
e
diff
e
re
nces
”
are
dete
rm
ined.
This
le
a
ds
to
the
idea
that
unde
rem
plo
ye
d
an
d
blin
d
stud
e
nts
will
n
ot b
e a
bl
e to earn
le
ar
nin
g o
utcom
es
witho
ut s
upporte
rs
an
d wil
l have diff
ic
ulty
in
le
arn
i
ng
t
he
co
ncep
t
s
of
the
s
ubj
ect
.
In
ad
diti
on,
the
need
f
or
a
gr
eat
er
sense
of
sigh
t
in
acq
uiring
th
e
le
arn
in
g
outc
om
es
necessit
at
es
the
us
e
of
sup
porters
du
rin
g
in
structio
n.
It
ha
s
been
determ
i
ned
t
hat
t
he
le
arn
i
ng
ou
tc
ome
s
are
m
ade
up
of
high
-
le
vel
co
gn
it
ive
proc
ess
s
kill
s
and
that
m
ore
blind
st
ud
e
nt
s
are
nee
de
d
w
it
h
m
or
e
sup
porters
,
su
c
h
as
reli
efs
,
com
pu
te
r
-
ta
bl
et
s
and
au
dio
book
s
,
to
fac
il
it
at
e
research.
Teacher
s'
as
sist
ance,
com
pu
te
r
-
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
Evalu
atio
n of lear
n
i
ng
pr
ob
abil
it
y o
f 4t
h gr
ad
e
sc
ie
nce
curri
culu
m
le
arni
ng
…
(
Seraced
din
Levent
Zor
luoğlu
)
423
ta
blets,
descr
i
p
ti
ve
nar
rati
on
and
la
r
ge
-
sc
al
e
do
c
um
ents
a
re
need
e
d
f
or
low
-
le
vel
stude
nts
to
acqu
i
re
hig
h
-
le
vel cogn
it
ive
pro
ces
s s
kill
s.
As
a
resu
lt
,
w
hen
lo
w
visio
n
and
blin
d
stu
den
ts
nee
d
sup
port
m
at
erial
s,
it
is
deter
m
in
ed
that
low
visio
n
stude
nts
can
achieve
39.
1%
o
f
le
arn
i
ng
ou
tc
om
es
a
nd
blin
d
stud
e
nts
can
41%
w
it
h
the
su
pp
or
t
ers.
A
s
the
le
arn
i
ng
outc
om
es
need
e
d
f
or
the
s
upporter
co
ns
ist
of
le
ar
ning
outc
om
es
that
include
abst
ract
and
hi
gh
le
vel
cogniti
ve
pr
oce
ss
sk
il
ls,
it
was
determ
i
ned
that
blin
d
stud
e
nts
with
low
visi
on
a
nd
blind
stu
de
nts
cou
l
d
achieve
s
ucces
s
with
the
s
up
portive
m
at
eri
al
s
of
thei
r
ina
dequacie
s.
In
a
dd
it
io
n,
it
was
determ
ined
th
at
low
visio
n
a
nd
bli
nd
stu
den
ts
w
ou
l
d
need
sup
portive
m
at
erial
s
for
sim
il
ar
rates
of
at
ta
i
nm
ent.
Suppo
rtive
m
at
erial
s
ne
ed
by
low
visio
n
and
blin
d
stu
den
ts
hav
e
bee
n
exam
ined,
it
was
fou
nd
out
that
te
acher
ai
d
and
descr
i
ptive
na
r
rati
ve
are
the
m
os
t
i
m
po
rtan
t
factor
s.
H
ow
ever,
it
was
determ
ined
that
descr
i
ptive
na
r
rati
ve
sh
oul
d
be
us
e
d
m
or
e
in
orde
r
to
ac
hieve
s
uc
cess
f
or
th
e
bli
nd
stu
de
nts.
W
hen
the
ove
rall
le
arn
i
ng
ou
tc
om
e
s
of
4th
gr
a
de
c
urriculum
have
been
e
xam
ined,
it
is
consi
der
e
d
that
al
l
of
the
stu
den
ts
with
lo
w
visi
on
ca
n
achieve
f
ull
le
arn
i
ng
outc
om
es,
bu
t
t
he
blind
stu
de
nts
ca
n
ac
hieve
only
39
of
the
le
a
rn
i
ng
outc
om
es,
bu
t
seve
n
of
t
hem
can
no
t
eve
n
i
f
they
a
re
us
e
d
s
upportive
m
at
erial
s.
It
ha
s
bee
n
deter
m
ined
that
t
he
se
seve
n
le
arn
in
g
ou
tc
om
es
cannot
be
achieve
d
beca
us
e
they
are
a
bs
tract
co
nce
pts
that
cannot
be
e
m
bo
die
d
or
tho
s
e
that
re
qu
i
re
act
ive
use
of
t
he
stud
e
nt
'
s
visio
n.
When
the
4
th
gr
a
de
Scie
nc
e
Ed
ucati
on
P
r
ogram
is
evalu
at
ed
in
gen
e
ral,
it
is
fou
nd
out
that
the
in
di
vidua
l
diff
e
re
nces
of
vis
ually
i
m
paire
d
stu
de
nt
s
are
not
ta
ke
n
int
o
consi
der
at
io
n i
n
the
pre
par
at
i
on of t
he
c
urriculum
.
4.
CONCL
USI
ON
It
is
see
n
t
hat
blind
a
nd
vis
ua
ll
y
i
m
paired
stud
e
nts
a
re
cl
assifi
ed
within
them
sel
ves
an
d
t
her
e
are
ind
ivi
du
al
di
fferences
e
ven
a
m
on
g
these
stu
den
ts
.
Acc
ording
ly
,
the
pre
pa
rati
on
o
f
the
c
urricul
um
con
sideri
ng
ind
ivi
du
al
di
fferences
will
m
ake
le
arn
i
ng
m
or
e
ef
fecti
ve
a
nd
producti
ve
.
Likewise,
the
t
eachin
g
en
vir
onm
ent
sh
oul
d
be
ta
il
or
e
d
t
o
the
nee
ds
of
t
he
st
ud
e
nts.
T
he
t
op
ic
s
to
be
ex
plain
ed
in
the
le
ss
ons
ca
n
be
s
upport
e
d
with
m
or
e
ta
ct
il
e
m
at
erial
s,
and
the
m
at
eria
ls
m
us
t
be
des
ign
e
d
acc
ordin
gly.
Lar
ge
poi
nted
docum
en
ts
f
or
unde
r
-
si
gh
te
d
stud
e
nts,
us
e
of
m
agn
ifie
r;
us
in
g
blu
e
pr
i
nt
s,
au
diob
ooks
,
et
c.
for
blin
d
st
ud
e
nts
will
m
ake
le
arn
in
g
easi
e
r.
REFERE
NCE
S
[1]
Varı
ş,
F.
,
"
Eğ
it
i
m
de
progra
m
ge
li
ştirme
“
te
or
i
v
e
te
kn
ikl
er
,"
(6
th
ed.
),
Ankar
a:
Alkım
Y
ayı
n
cı
l
ık
,
1
996
.
[2]
Coşar,
Y
.
,
"
The
ana
l
y
sis
of
pri
m
ar
y
school
6th
gra
de
m
at
hema
ti
cs
workbook'
s
questi
ons'
ext
en
t
ion
cur
ren
c
y
an
d
rev
ised
b
loom
taxonom
y
a
cc
ordi
ng
to
cogni
t
ive
proc
ess
dimensi
on
,"
(
Master's
T
hesis
)
,
Higher
E
ducat
ion
Coun
cil
Nati
onal
Thesis
Cent
er
,
(Th
esis
Num
ber
.
2997
33
)
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ble
d
peop
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s
sec
ondar
y
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n
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cc
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ic
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(
il
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la
r
ve
orta
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ll
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Fen
Bil
imleri Dersi
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3,
4
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5
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6
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ve
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ts
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Master's Thesis
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a
tion Counc
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i
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n
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esis
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u
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y
i
m
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red
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t
s
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gr
ade
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Master's Thesis
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r E
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t
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ep
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te
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ure
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at
te
r
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gr
ade
visu
al
l
y
impaire
d
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s
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(
Master's Thesis
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,
Higher
Educ
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t
ion
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t
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esis
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e
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d
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he
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örm
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İşitme
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ti
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-
ende
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eri
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e
nt
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6
t
h
gra
de
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ng
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e
basic sci
e
nce
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Me
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m
at
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l
on
prospe
ct
i
v
e
sci
ence
t
eache
rs’conc
ept
u
al
cha
nge
: eva
pora
t
ion
and
boiling
,
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Van Y
uzuncu
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ı
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8
gra
des
te
a
che
rs
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vi
e
ws
on
assessment
and
ev
al
u
at
io
n
m
et
hods,
crite
r
ia
of
use
and
probl
ems
enc
ountered
:
Er
zur
um
sam
pli
ng
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"
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l
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Im
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red
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ca
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ion
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t
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ado
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ent
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red
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Ga
zi
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sit
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ent
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li
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isuall
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t
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ch
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lly
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nd
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e
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useum
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els
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zl
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anı
m
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a
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g
ınl
ık
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ed
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H.
Gürgür
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P.
Şafa
k
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.
),"
İşitme
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e
ye
t
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ual
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th
e
app
li
c
abi
lit
y
of
th
e
s
y
stem
in
m
usic
educ
a
ti
on
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"
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Master's Thes
is)
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Higher
Educ
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d
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ent
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ın
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wı
th
ce
rt
aın
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b
le
s,"
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J
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te
rn
ati
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So
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r
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educ
a
ti
on,
"
(
Master's
Thesis
)
,
Higher
Educ
a
ti
o
n
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um
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nt
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ti
ng
a
nd
voca
l
izati
on
s
y
stem
for
visu
al
l
y
h
andica
ppe
d
peopl
e
,
"
(
Master's Thesis)
,
Higher
Educ
at
ion
Cou
nci
l
Nati
ona
l
Th
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(
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Num
ber
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2068),
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uoğlu
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L.,
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T
ea
ch
ing
th
e
conc
ep
ts
in
p
articu
l
at
e
nat
u
re
of
m
at
te
r
to
6th
g
rad
e
v
isual
l
y
im
pai
red
students
.
(
Master's Thesis
),
Higher
Educ
a
t
ion
Counc
il
Na
tional Thesis
Cen
t
er
,
(Th
esis
Num
ber
.
458738
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Zorl
uoğlu
,
S.
L
.
,
&
Sözb
il
ir
,
M.
,
"
Teac
hing
the
conc
ep
t
of
densi
t
y
through
insol
uble
l
iqui
ds
to
v
isual
l
y
impaired
student
s
,
"
Çana
k
kal
e
Ons
ek
iz M
a
rt Üni
ve
rs
itesi
E
ğit
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se
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conc
ep
t
m
aps
in
summ
ari
zing
te
xts
b
y
usın
g
pee
r
m
edi
a
ti
on
to
8th
gra
d
e
stud
ent
s with
low
v
ision
,
"
The
Journa
l
of
Tur
ki
sh E
du
cat
ional Sc
ie
n
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