Width, Length, and Height Conceptions of Students with Learning Disabilities

Autor/inn/en	Güven, N. Dilsad; Argün, Ziya
Titel	Width, Length, and Height Conceptions of Students with Learning Disabilities
Quelle	In: Issues in Educational Research, 28 (2018) 1, S.77-98 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Foreign Countries; Learning Disabilities; Teaching Methods; Grade 4; Grade 5; Grade 6; Semi Structured Interviews; Visualization; Spatial Ability; Geometric Concepts; Concept Formation; Case Studies; Qualitative Research; Content Analysis; Turkey + Suchen Sie Ihr Suchwort? Ausland; Learning handicap; Lernbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Visualisation; Visualisierung; Räumliches Vorstellungsvermögen; Elementare Geometrie; Concept learning; Begriffsbildung; Case study; Fallstudie; Case Study; Qualitative Forschung; Inhaltsanalyse; Türkei
Abstract	Teaching responsive to the needs of students with learning disabilities (LD) can be provided through understanding students' conceptions and their ways of learning. The current research, as a case study based on qualitative design, aimed to investigate the conceptions of students with learning disabilities with regard to the different representations of length (width, length, and height). The participants were 3 Turkish students at 4th, 5th and 6th grades recognised by the local Counselling and Research Centre (CRC) as having learning disabilities. The data were collected through semistructured and task-based interviews, and analysed via content analysis method. The findings suggest that width, length, and height conceptions of students with learning disabilities are influenced by their conceptions of length and visual-spatial abilities. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01