UDTR Global Rights of Nature Radar

Dikkat Eksikliği ve Hiperaktivite Bozukluğu Olan Öğrenciler İçin Fen Eğitimi Üzerine Sistematik Derleme Çalışması

Identification

Public canonical key

radar:r-3e7ea5fad5a11abce8bdf0d2b1621421

Authors

Gamze Koca

Reported year

2026

Reported language

tr

Source type

article

First detected

2026-11-14T02:14:09.392772+00:00

Last metadata observation

2026-11-14T02:14:09.392772+00:00

Last HTTP verification

Not checked

Institutions reported by the source

Ondokuz Mayıs University

Reported affiliation countries

TR

Documentary abstract — original language

This study aimed to systematically review research on science education for students with attention deficit hyperactivity disorder (ADHD). The research was conducted in accordance with the PRISMA 2020 guidelines; studies published between 2016 and 2024 in Google Scholar, ERIC, Web of Science, Scopus, and TR Dizin databases were searched. Records obtained from the search structured with Boolean operators were evaluated according to inclusion and exclusion criteria, and a total of 11 studies were included in the review. The studies were examined in terms of year, purpose, method/design, sample, data collection instrument, analysis method, learning outcomes, intervention type, and evidential power. The findings showed that the included studies were grouped under four themes: teacher competence and inclusive science teaching, limitations of teaching environment-program-material, academic achievement and executive functions, and technology-supported science teaching. Within the limited pool of studies examined, it was determined that national studies focused more on teacher opinions and application problems, while international studies focused more on student outcomes and technology-supported applications. However, these differences were considered not as generalizable country comparisons, but as limited patterns observed within the existing pool of studies. Quantitative effect size was not calculated in the study; instead, the evidential strength of the studies was assessed in terms of research design, direct student outcome measurement, and intervention content. In conclusion, the study proposes an integrated conceptual model that explains science learning for students with ADHD at the student, instruction, context, technology/STEM, and learning outcome levels. This model highlights the need for structured, inclusive, individualized, and evidence-based instruction practices in science education for students with ADHD.

Identifiers

OPENALEX

https://openalex.org/W7163045812

DOI

10.64782/istlj.318195-124

Documentary context

Documentary family

article

Source-reported types

article

Entity mentions are not evidence of legal recognition. Jurisdiction studied is separate from author affiliation country.

Sources

OpenAlex · Record 1

• Document · https://doi.org/10.64782/istlj.318195-124

Documentary status

Relevance pending

Library

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