Fen Bilimleri Derslerinde Ters Yüz Öğrenmeye Hazır Bulunuşluk ile Üstbilişsel Öz-Düzenleme Arasındaki İlişki

Abstract

Ters yüz öğrenme yaklaşımı, öğrencilerin kendi öğrenmelerinden daha fazla sorumluluk almalarına olanak tanıdığı ve daha yüksek düzeyde öz-düzenleme gerektirdiği için, bu çalışma bu iki yapı arasındaki olası ilişkiyi incelemeyi amaçlamaktadır. Araştırmada nicel yöntemler çerçevesinde betimsel bir desen kullanılmış olup, ilişkisel tarama modeli uygulanmıştır. Çalışma grubu, 2025–2026 akademik yılında Türkiye’nin Erzurum ilinde yer alan iki farklı okulda öğrenim gören 130 ortaokul öğrencisinden oluşmaktadır. Sonuçların analizi, öğrencilerin fen eğitimi bağlamındaki ters yüz öğrenmeye hazır bulunuşluk düzeyleri ile bilişüstü öz-düzenleme becerileri arasında cinsiyete dayalı anlamlı bir farklılık olmadığını ortaya koymuştur. Öğrencilerin fen derslerine hazırlanırken çevrimiçi kaynaklara erişimleri incelendiğinde, ters yüz öğrenmeye hazır bulunuşluk düzeylerine göre anlamlı bir fark görülmemiş, ancak bilişüstü öz-düzenleme düzeylerine göre farklılıklar tespit edilmiştir. Öğrencilerin fen derslerindeki akademik başarıları, ters yüz öğrenmeye hazır bulunuşlukları ve bilişüstü öz-düzenleme puanları birlikte incelendiğinde, akademik başarı ile her iki değişken arasında orta düzeyde ancak anlamlı bir ilişki olduğu belirlenmiştir. Ayrıca, öğrencilerin ters yüz öğrenmeye hazır bulunuşlukları ile bilişüstü öz-düzenleme becerileri arasında pozitif ve istatistiksel olarak anlamlı bir ilişki tespit edilmiştir.

Keywords

• Ters Yüz Öğrenme
• Üstbilişsel Öz-Düzenleme
• Fen Bilimleri Dersi

The Relationship Between Flipped Learning Readiness and Metacognitive Self-Regulation in Science Lessons

Abstract

Because the flipped learning approach allows learners to take greater responsibility for their own learning and requires a higher degree of self-regulation, this study aims to examine the possible relationship between these two constructs. The research employed a descriptive design within the framework of quantitative methods, specifically utilizing a relational survey model. The study group included 130 middle school students enrolled in two different schools in Erzurum, Turkey, during the 2025–2026 academic year.Analysis of the results revealed no significant gender-based differences in either students’ flipped learning readiness or their metacognitive self-regulation skills in the context of science education. Regarding students’ access to online resources while preparing for science lessons, findings indicated no variation based on flipped learning readiness levels, although differences emerged in relation to metacognitive self-regulation levels.When students’ academic achievement in science was examined alongside their flipped learning readiness and metacognitive self-regulation scores, a moderate yet significant correlation was found between academic success and both variables. Furthermore, a positive and statistically significant relationship was identified between students’ flipped learning readiness and their metacognitive self-regulation skills.

Keywords

• Flipped learning readiness
• Metacognitive self-regulation
• Science lesson

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