Öz
Bu araştırmanın amacı, video içerikleriyle desteklenen ters yüz edilmiş sınıf (TYES) modeli uygulamasının, fen bilgisi öğretmen adaylarının akademik başarısı üzerine etkisini incelemektir. Araştırma deneysel yöntemle gerçekleştirilmiş olup, karma desenlerden açıklayıcı desen kullanılmıştır. Bu araştırmanın çalışma grubunu Eğitim Fakültesinde öğrenim görmekte olan 2. sınıf Fen Bilgisi öğretmen adayları oluşturmaktadır. Araştırma 2017-2018 eğitim-öğretim yılında gerçekleştirilmiş olup, araştırmada deney ve kontrol grubu 25’er öğrenciden oluşmaktadır. Çalışmada konular deney grubunda TYES modeline göre işlenirken, kontrol grubunda ise düz anlatım, tartışma ve problem çözme yöntemleri kullanılarak dersler yürütülmüştür. Araştırmada öğretmen adaylarının akademik başarı düzeylerini ölçmek için “Çoktan Seçmeli Akademik Başarı Testi”, dersin etkinliğine ilişkin görüşlerini belirlemek amacıyla ise “Yapılandırılmış Görüşme Formu” kullanılmıştır. Başarı testinden elde edilen veriler analiz etmek için bağımsız gruplar için t testi analizleri kullanılmıştır. Görüşme formundan elde edilen veriler de betimsel analiz yöntemiyle analiz edilmiştir. Elde edilen bulgulara göre, deney ile kontrol grubunun akademik başarı puanları arasında anlamlı bir farklılık tespit edilememiştir. Öğretmen adayları genel anlamda dersin verimli geçtiğini belirtmekle birlikte, konu ile ilgili problem çözme becerilerinin eksik olduğunu ifade etmişlerdir.
Anahtar Kelimeler
Ters Yüz Edilmiş Sınıf Modeli Akademik Başarı Modern Fizik Öğretmen Adayları
Kaynakça
- AlJaser, A. M. (2017). Effectiveness of Using Flipped Classroom Strategy in Academic Achievement and Self-Efficacy among Education Students of Princess Nourah Bint Abdulrahman University. English Language Teaching, 10(4), 67-77.
- Arnold-Garza, S. (2014). The flipped classroom teaching model and its use for information literacy instruction. Communications in information literacy, 8(1), 9.
- Aydin, B., & Demirer, V. (2022). Are flipped classrooms less stressful and more successful? An experimental study on college students. International Journal of Educational Technology in Higher Education, 19(1), 1-17.
- Ayvacı, H. Ş., & Bebek, G. (2018). Fizik öğretimi sürecinde yaşanan sorunların değerlendirilmesine yönelik bir çalışma. Kastamonu Eğitim Dergisi, 26(1), 125-134.
- Balta, N. (2014). The effect of a professional development program on physics teachers’ knowledge and their students’ achievement in modern physics unit (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
- Bell, M. R. (2015). An investigation of the impact of a flipped classroom instructional approach on high school students’ content knowledge and attitudes toward the learning environment. (Unpublished Master’s Thesis), Brigham Young University.
- Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International society for technology in education.
- Brame, C. (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/ adresinden 25.11.2022 tarihinde alınmıştır.
- Bruff, D. (2013). Using peer instruction to flip your classroom: Highlights from Eric Mazur’s recent visit. Blog post, Vanderbilt University Center for Teaching.
- Butt, A. (2014). Student views on the use of a flipped classroom approach: Evidence from Australia. Business Education & Accreditation, 6(1), 33-43.
- Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Eğitimde bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
- Chen, Y., Wang, Y., & Chen, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead?. Computers & Education, 79, 16-27.
- Cole, J. E., & Kritzer, J. B. (2009). Strategies for success: Teaching an online course. Rural Special Education Quarterly, 28(4), 36-40.
- Finkenberg, F., & Trefzger, T. (2019) "Flipped classroom in secondary school physics education." In Journal of Physics: Conference Series, vol. 1286, no. 1, p. 012015. IOP Publishing.
- Gross, B., Marinari, M., Hoffman, M., DeSimone, K., & Burke, P. (2015). Flipped@ SBU: Student satisfaction and the college classroom. Educational Research Quarterly, 39(2), 36-52.
- Guerrero, S., Beal, M., Lamb, C., Sonderegger, D., & Baumgartel, D. (2015). Flipping undergraduate finite mathematics: Findings and implications. Primus, 25(9-10), 814-832.
- Hartyányi, M., Balassa, S., Babócsy, C., Téringer, A., Ekert, S., Coakley, D., ... & Tauchmanova, V. (2018). Innovating Vocational Education. Flipped classroom in practice.
- Howell, D. (2013). Effects of an inverted instructional delivery model on achievement of ninth-grade physical science honors students. (Unpublished doctoral dissertation). Gardner-Webb University, Boiling Springs, NC.
- Huck, S. W. (2012). Reading statistics and research (6th Ed). Boston: Pearson.
- Ismail, S. S., & Abdulla, S. A. (2019). Virtual Flipped Classroom: New Teaching Model to Grant the Learners Knowledge and Motivation. Journal of Technology and Science Education, 9(2), 168-183.
- Karjanto, N., & Acelajado, M. J. (2022). Sustainable learning, cognitive gains, and improved attitudes in College Algebra flipped classrooms. Sustainability, 14(19), 12500.
- Kazu, İ. Y., & Yalçın, C. K. (2022). A Meta-Analysis Study on the Effectiveness of Flipped Classroom Learning on Students' Academic Achievement/Ters Yüz Sınıf Modelinin Öğrencilerin Akademik Başarılarına Etkisi Üzerine Bir Meta-Analiz Çalışması. e-luslararası Eğitim Araştırmaları Dergisi, 13(1), 85-102.
- Koray, A., Çakar, V. & Koray, Ö. (2018). High school students’ opinions about using the flipped classroom ın physics teaching. The Turkish Online Journal of Educational Technology Special Issue for INTE-ITICAM-IDEC Vol.1, 619-624.
- Lage, M., Platt, G., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30–43. doi: 10.1080/00220480009596759
- Levrini, O., & Fantini, P. (2013). Encountering productive forms of complexity in learning modern physics. Science & Education, 22(8), 1895-1910.
- Limueco, J. M., & Prudente, M. S. (2018). Flipping classroom to improve physics teaching. Advanced Science Letters, 24(11), 8292-8296.
- Long, T., Logan, J., & Waugh, M. (2016). Students’ perceptions of the value of using videos as a pre-class learning experience in the flipped classroom. TechTrends, 60(3), 245-252.
- Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 45(3), 317-324.
- MEF (2018). Flipped Classroom. http://www.mef.edu.tr/tr/flipped-learning. (Erişim Tarihi:25.11.2022)
- Michelini, M., Santi, L., & Stefanel, A. (2014). Teaching modern physics in secondary school. Proceedings of science (FFP14), 231, 15-18.
- Overmyer, G. R. (2014). The flipped classroom model for college algebra: Effects on student achievement (Doctoral dissertation), Colorado State University.
- Park, J. & Lee, I. (2021). Perception of Relativity and Quantum Physics by Pre-Physics Teachers and Physics Teachers. New Physics: Sae Mulli, 71, 476-489. https://doi.org/10.3938/NPSM.71.476
- Podolak, K., & Danforth, J. (2013). Interactive Modern Physics Worksheets Methodology and Assessment. European Journal of Physics Education, 4(2), 27-31.
- S. Khan, in TED Talks (2011), pp. 20–27 (http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html
- Schaffhauaser, Dian. (2016). Research: Video usage in ed continues ramp-up. Campus Technology, 18 July.
- Schaffhauser, Dian, and Rhea Kelly. (2016). 55 percent of faculty are flipping the classroom. Campus Technology, 12 October.
- Setren, E., Greenberg, K., Moore, O., & Yankovich, M. (2021). Effects of Flipped Classroom Instruction: Evidence from a Randomized Trial. Education Finance and Policy, 16(3), 363-387.
- Tucker, B. (2012). The flipped classroom: Online instruction at home frees class time for learning. Education next, 12(1), 82-83.
- Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: a systematic review. Computer Assisted Language Learning, 33(5-6), 590-606.
- Tütüncü, N., & Aksu, M. (2018). A systematic review of flipped classroom studies in Turkish education. International Journal of Social Sciences and Education Research, 4(2), 207-229.
- Wiginton, B. L. (2013). Flipped instruction: An investigation into the effect of learning environment on student self-efficacy, learning style, and academic achievement in an algebra I classroom. (Unpublished doctoral dissertation). University of Alabama, Tuscaloosa, AL. https://ir.ua.edu/bitstream/handle/123456789/1881/file_1.pdf?sequence=1&isAllowed=y
- Yestrebsky, C. L. (2015). Flipping the classroom in a large chemistry class-research university environment. Procedia-Social and Behavioral Sciences, 191, 1113-1118.
Öz
The purpose of this research is to examine the effect of the Flipped Classroom (FC) model application supported by video content on the academic achievement of pre-service science teachers. The research was carried out with experimental method and explanatory design, which is one of the mixed design types, was used. The study group of this research consists of 2nd grade science teacher candidates studying at the Faculty of Education. The research was carried out in the 2017-2018 academic year, and the experimental and control groups each consisted of 25 students. In the study, while the subjects were taught according to the FC model in the experimental group, lessons were conducted in the control group by using lecture, discussion and problem solving methods. In the study, "Multiple Choice Academic Achievement Test" was used to measure the academic achievement levels of pre-service teachers, and "Structured Interview Form" was used to determine their views on the effectiveness of the course. Independent groups t-test analyzes were used to analyze the data obtained from the achievement test. The data obtained from the interview form were also analyzed with the descriptive analysis method. According to the findings, no significant difference was found between the academic achievement scores of the experimental and control groups. While the pre-service teachers stated that the course was effective in general, they stated that they lacked problem-solving skills related to the subject.
Anahtar Kelimeler
Flipped Classroom Model Academic Achievement Modern Physics Pre-service Teachers
Kaynakça
- AlJaser, A. M. (2017). Effectiveness of Using Flipped Classroom Strategy in Academic Achievement and Self-Efficacy among Education Students of Princess Nourah Bint Abdulrahman University. English Language Teaching, 10(4), 67-77.
- Arnold-Garza, S. (2014). The flipped classroom teaching model and its use for information literacy instruction. Communications in information literacy, 8(1), 9.
- Aydin, B., & Demirer, V. (2022). Are flipped classrooms less stressful and more successful? An experimental study on college students. International Journal of Educational Technology in Higher Education, 19(1), 1-17.
- Ayvacı, H. Ş., & Bebek, G. (2018). Fizik öğretimi sürecinde yaşanan sorunların değerlendirilmesine yönelik bir çalışma. Kastamonu Eğitim Dergisi, 26(1), 125-134.
- Balta, N. (2014). The effect of a professional development program on physics teachers’ knowledge and their students’ achievement in modern physics unit (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
- Bell, M. R. (2015). An investigation of the impact of a flipped classroom instructional approach on high school students’ content knowledge and attitudes toward the learning environment. (Unpublished Master’s Thesis), Brigham Young University.
- Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International society for technology in education.
- Brame, C. (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/ adresinden 25.11.2022 tarihinde alınmıştır.
- Bruff, D. (2013). Using peer instruction to flip your classroom: Highlights from Eric Mazur’s recent visit. Blog post, Vanderbilt University Center for Teaching.
- Butt, A. (2014). Student views on the use of a flipped classroom approach: Evidence from Australia. Business Education & Accreditation, 6(1), 33-43.
- Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Eğitimde bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
- Chen, Y., Wang, Y., & Chen, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead?. Computers & Education, 79, 16-27.
- Cole, J. E., & Kritzer, J. B. (2009). Strategies for success: Teaching an online course. Rural Special Education Quarterly, 28(4), 36-40.
- Finkenberg, F., & Trefzger, T. (2019) "Flipped classroom in secondary school physics education." In Journal of Physics: Conference Series, vol. 1286, no. 1, p. 012015. IOP Publishing.
- Gross, B., Marinari, M., Hoffman, M., DeSimone, K., & Burke, P. (2015). Flipped@ SBU: Student satisfaction and the college classroom. Educational Research Quarterly, 39(2), 36-52.
- Guerrero, S., Beal, M., Lamb, C., Sonderegger, D., & Baumgartel, D. (2015). Flipping undergraduate finite mathematics: Findings and implications. Primus, 25(9-10), 814-832.
- Hartyányi, M., Balassa, S., Babócsy, C., Téringer, A., Ekert, S., Coakley, D., ... & Tauchmanova, V. (2018). Innovating Vocational Education. Flipped classroom in practice.
- Howell, D. (2013). Effects of an inverted instructional delivery model on achievement of ninth-grade physical science honors students. (Unpublished doctoral dissertation). Gardner-Webb University, Boiling Springs, NC.
- Huck, S. W. (2012). Reading statistics and research (6th Ed). Boston: Pearson.
- Ismail, S. S., & Abdulla, S. A. (2019). Virtual Flipped Classroom: New Teaching Model to Grant the Learners Knowledge and Motivation. Journal of Technology and Science Education, 9(2), 168-183.
- Karjanto, N., & Acelajado, M. J. (2022). Sustainable learning, cognitive gains, and improved attitudes in College Algebra flipped classrooms. Sustainability, 14(19), 12500.
- Kazu, İ. Y., & Yalçın, C. K. (2022). A Meta-Analysis Study on the Effectiveness of Flipped Classroom Learning on Students' Academic Achievement/Ters Yüz Sınıf Modelinin Öğrencilerin Akademik Başarılarına Etkisi Üzerine Bir Meta-Analiz Çalışması. e-luslararası Eğitim Araştırmaları Dergisi, 13(1), 85-102.
- Koray, A., Çakar, V. & Koray, Ö. (2018). High school students’ opinions about using the flipped classroom ın physics teaching. The Turkish Online Journal of Educational Technology Special Issue for INTE-ITICAM-IDEC Vol.1, 619-624.
- Lage, M., Platt, G., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30–43. doi: 10.1080/00220480009596759
- Levrini, O., & Fantini, P. (2013). Encountering productive forms of complexity in learning modern physics. Science & Education, 22(8), 1895-1910.
- Limueco, J. M., & Prudente, M. S. (2018). Flipping classroom to improve physics teaching. Advanced Science Letters, 24(11), 8292-8296.
- Long, T., Logan, J., & Waugh, M. (2016). Students’ perceptions of the value of using videos as a pre-class learning experience in the flipped classroom. TechTrends, 60(3), 245-252.
- Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 45(3), 317-324.
- MEF (2018). Flipped Classroom. http://www.mef.edu.tr/tr/flipped-learning. (Erişim Tarihi:25.11.2022)
- Michelini, M., Santi, L., & Stefanel, A. (2014). Teaching modern physics in secondary school. Proceedings of science (FFP14), 231, 15-18.
- Overmyer, G. R. (2014). The flipped classroom model for college algebra: Effects on student achievement (Doctoral dissertation), Colorado State University.
- Park, J. & Lee, I. (2021). Perception of Relativity and Quantum Physics by Pre-Physics Teachers and Physics Teachers. New Physics: Sae Mulli, 71, 476-489. https://doi.org/10.3938/NPSM.71.476
- Podolak, K., & Danforth, J. (2013). Interactive Modern Physics Worksheets Methodology and Assessment. European Journal of Physics Education, 4(2), 27-31.
- S. Khan, in TED Talks (2011), pp. 20–27 (http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html
- Schaffhauaser, Dian. (2016). Research: Video usage in ed continues ramp-up. Campus Technology, 18 July.
- Schaffhauser, Dian, and Rhea Kelly. (2016). 55 percent of faculty are flipping the classroom. Campus Technology, 12 October.
- Setren, E., Greenberg, K., Moore, O., & Yankovich, M. (2021). Effects of Flipped Classroom Instruction: Evidence from a Randomized Trial. Education Finance and Policy, 16(3), 363-387.
- Tucker, B. (2012). The flipped classroom: Online instruction at home frees class time for learning. Education next, 12(1), 82-83.
- Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: a systematic review. Computer Assisted Language Learning, 33(5-6), 590-606.
- Tütüncü, N., & Aksu, M. (2018). A systematic review of flipped classroom studies in Turkish education. International Journal of Social Sciences and Education Research, 4(2), 207-229.
- Wiginton, B. L. (2013). Flipped instruction: An investigation into the effect of learning environment on student self-efficacy, learning style, and academic achievement in an algebra I classroom. (Unpublished doctoral dissertation). University of Alabama, Tuscaloosa, AL. https://ir.ua.edu/bitstream/handle/123456789/1881/file_1.pdf?sequence=1&isAllowed=y
- Yestrebsky, C. L. (2015). Flipping the classroom in a large chemistry class-research university environment. Procedia-Social and Behavioral Sciences, 191, 1113-1118.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Alan Eğitimleri |
| Bölüm | Araştırma Makalesi |
| Yazarlar | |
| Yayımlanma Tarihi | 31 Aralık 2022 |
| Gönderilme Tarihi | 27 Kasım 2022 |
| Yayımlandığı Sayı | Yıl 2022 Cilt: 10 Sayı: 2 |
