Matematik Eğitimcilerinin Ters Yüz Öğrenme Modeline Bakış Açıları

Year 2022, Volume: 51 Issue: 1, 566 - 589, 27.04.2022

Emine Özgür Şen

https://doi.org/10.14812/cuefd.884167

Cited By: 1

Abstract

Teknolojik gelişmeler yeni öğrenme yaklaşımlarının hayatımıza girmesinde etkili olmaktadır. Ters yüz öğrenme modeli de son zamanlarda sıklıkla uygulanan bir öğrenme modelidir. Bu çalışma, ters yüz öğrenme modelini matematik dersinde uygulamış olan matematik eğitimcilerinin modele bakış açılarını araştırmayı amaçlanmaktadır. Bu bağlamda, çalışmaya ters yüz öğrenme modelini matematik dersinde uygulamış olan sekiz matematik eğitmeni katılmıştır. Nitel olarak tasarlanan araştırmanın yöntemi durum çalışmasıdır. Örneklemi ise amaçlı örnekleme yöntemlerinden ölçüt örnekleme olarak belirlenmiştir. Araştırma sonucunda, matematik eğitimcilerin ters yüz öğrenme modeli tanımlarında öğrenmenin sınıf dışına taşınması ve teknolojik öğrenme kavramlarının ön plana çıktığı tespit edilmiştir. Matematik eğitimcileri ters yüz öğrenme modelinin matematik derslerinde kullanılabilir olduğunu ancak her konu için uygun olmayabileceğine dair görüşlerini belirtmişlerdir. Ayrıca, araştırma matematik derslerinde ters yüz öğrenme modeli kullanılmasının olumlu tarafları ile süreç boyunca karşılaşılabilecek zorluklar hakkında bilgiler sunmaktadır.

Keywords

Ters yüz öğrenme modeli, Matematik eğitimcileri, Nitel araştırma çalışması.

Perspectives of Mathematics Instructors on The Flipped Learning Model

Abstract

Technological developments are efficient for the entrance of new learning approaches into our lives. Flipped learning model is also one that has been frequently applied recently. This study aims to examine the perspective of mathematics instructors who have applied the flipped learning model in their mathematics lessons. Within this context, eight math instructors who have applied the flipped learning model in their mathematics lessons participated in this study. The method of this study designed qualitatively is case study. The sampling of it was determined as the criterion sample among the purposeful sampling methods. As a result of the study, it was determined that the concepts of taking learning out of the classroom and technological learning stand out in the definitions of flipped learning model of mathematics instructors. Mathematics instructors stated that the flipped learning model is usable in mathematics lessons, but may not be suitable for every subject. In addition, the study gives information about the positive sides of using the flipped learning model in mathematics lessons and the difficulties that can be encountered during the process.

Keywords

Flipped learning model, Mathematics instructors, Qualitatively designed study.

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