TERS YÜZ SINIF MODELİ ÇERÇEVESİNDE GERÇEKLEŞTİRİLMİŞ ÇALIŞMALARA BİR BAKIŞ: İÇERİK ANALİZİ

Yıl 2017, Cilt: 7 Sayı: 1, 57 - 82, 25.01.2017

Veysel Demirer , Betül Aydın

https://doi.org/10.17943/etku.288488

Cited By: 21

Öz

Ters yüz sınıf modeli, sınıf içinde geçen zamanı verimli hale getirmeyi hedefleyen pedagojik bir modeldir. Bu modelde öğrenenler, bilgi edinme gibi temel düzeyde beceri gerektiren görevleri okul dışında gerçekleştirirler. Uygulama, problem çözme, yaratıcılık gibi üst düzey becerileri gerektiren görevleri ise sınıfta, öğretmen rehberliğinde gerçekleştirirler. Bu çalışma kapsamında, ters yüz sınıf modelinin odak alındığı, 2011-2015 yılları arasında çeşitli veri tabanları üzerinde taranan çalışmalar, içerik analizi yöntemi ile incelenmiştir. Bu bağlamda 29 adet tez, 61 adet makale araştırmacılar tarafından belirlenen 7 kategori altında analiz edilmiştir. Bu kategoriler; kuramsal boyut, örneklem, disiplin, araştırma yöntemi, uygulama sürecinde kullanılan araçlar, değişkenler ve pedagojik çıktılar şeklindedir. Analiz sonucunda ters yüz sınıf modeline yönelik çalışmaların en çok yapılandırmacı yaklaşımı temel aldığı belirlenmiştir. Çalışmaların en çok üniversite öğrencileri ile matematik ve yabancıl dil eğitimi disiplinlerinde gerçekleştikleri görülmüştür. İncelenen çalışmalarda ağırlıklı olarak nitel araştırma yöntemlerinin tercih edildiği belirlenmiştir. Çalışmalarda akademik başarı, öğrenci katılımı, öğrenci/öğretmen görüşleri değişkenlerinin sıklıkla incelendiği görülmüştür. Ayrıca, modelin en çok akademik başarı, öğrenci katılımı, motivasyon, öz yeterlilik algısı gibi pedagojik çıktılarının olduğu görülürken modelin üst düzey becerilere etkisine ilişkin yeterince kanıt bulunamamıştır. Çalışmadan elde edilen bulguların, ters yüz sınıf modelini temel alan çalışmalara çeşitli boyutlarda ışık tutması beklenmektedir.

Anahtar Kelimeler: Ters yüz sınıf modeli; içerik analizi; pedagojik çıktılar

A COMPREHENSIVE ANALYSIS OF THE STUDIES CONDUCTED IN THE FRAMEWORK OF FLIPPED CLASSROOM MODEL

Öz

Flipped classroom model is an instructional and pedagogical strategy which aims to make the time spent in the classroom productive. Learners in this model are engaged in basic level activities such as getting information at home, and they do the other high level tasks such as practice, problem solving and creativity in the classroom thanks to teacher’s guidance. In this study, the studies focusing on flipped classroom model and conducted in the period between 2011 and 2015 were analyzed through content analysis method by means of various databases. In this regard, 29 theses and 61 articles were analyzed by the researchers under 7 different categories which are theoretical dimension, sampling, discipline, research method, tools used in the implementation process, variables, and pedagogical outcomes. As a result of the analysis, it was concluded that the studies conducted on flipped classroom model are mainly based upon constructivist approach. These studies also basically focused more on university students and the discipline of mathematics and foreign language, and most of the studies adopted qualitative research methods. Additionally, the variables of academic achievement, student participation, and student/teacher opinions were frequently researched. Moreover, while it was found out that the model has the pedagogical outcomes of academic achievement, student participation, motivation, and self-sufficiency perception, no enough evidence could be found regarding the effects of this model on high level skills. The findings obtained from the study are expected to contribute to the studies conducted on flipped classroom model in different aspects.

Keywords: Flipped classroom model, content analysis, pedagogical outcomes

Kaynakça

• Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14.
• Albert, M., & Beatty, B. J. (2014). Flipping the classroom applications to curriculum redesign for an introduction to management course: Impact on grades. Journal of Education for Business, 89(8), 419-424.
• Baker, J. W., & Mentch, M. W. (2000). IMOWA curriculum materials. http://www.imowa.org/curricula/flip/ adresinden 13 Mart 2016 tarihinde alınmıştır.
• Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education (ISTE).
• Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA.
• Breen, M. P., & Candlin, C. N. (1980). The essentials of a communicative curriculum in language teaching. Applied linguistics, 1(2), 89-112.
• Bransford, J.D., Brown, A.L., & Cocking, R.R. (1999). Learning and transfer. In How people learn: brain, mind experience, and school. Washington, D.C: National Academy Press
• Bruff, D. (2009). Teaching with classroom response systems: Creating active learning environments. John Wiley & Sons.
• Burke, D. D. (2015). Scale-Up! Classroom design and use can facilitate learning. The Law Teacher, 49(2), 189-205.
• Butzler, K. B. (2014). The Effects of Motivation on Achievement and Satisfaction in a Flipped Classroom. Published doctoral thesis, Northcentral University Prescott Valley, Arizona.
• Büyüköztürk, Ş. (2011). Deneysel desenler: Öntest sontest kontrol gruplu desen ve veri analizi. Ankara: Pegem Akademi Yayıncılık.
• Chen, Y., Wang, Y., & Chen, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education, 79, 16-27.
• Cohen, M. E. (2015). The flipped classroom as a tool for engaging discipline faculty in collaboration: A case study in library-business collaboration. New Review of Academic Librarianship, 1-19.
• Correa, M. (2015). Flipping the Foreign Language Classroom and Critical Pedagogies A (New) Old Trend. Higher Education for the Future, 2(2), 114-125.
• Datig, I., & Ruswick, C. (2013). Four quick flips activities for the information literacy classroom. College & Research Libraries News, 74(5), 249-257.
• Fraga, L. M., & Harmon, J. (2014). The flipped classroom model of learning in higher education: an investigation of preservice teachers’ perspectives and achievement. Journal of Digital Learning in Teacher Education, 31(1).
• Fulton, K. P. (2013). Grassroots gains: Byron’s flipped classrooms. School Administrator, 70(3), 26-32.
• Garver, M. S., & Roberts, B. A. (2013). Flipping & Clicking Your Way to Higher-Order Learning. Marketing Education Review, 23(1), 17-22.
• Green, T. (2015). Flipped classrooms: An agenda for ınnovative marketing education in the digital era. Marketing Education Review, 25(3), 179-191.
• Goodwin, B., & Miller, A. (2013). Evidence on flipped classrooms is still coming in. Educational Leadership, 70(6), 78-80.
• Goktas, Y., Kucuk, S., Aydemir, M., Telli, E., Arpacik, O., Yildirim, G., & Reisoglu, I. (2012). Educational technology research trends in turkey: a content analysis of the 2000-2009 decade. Educational Sciences: Theory and Practice, 12(1), 191-199.
• Howell, D. (2013). Effects of an inverted ınstructional delivery model on achievement of ninth-grade physical science honors students. Doktora tezi, Gardner-Webb University, Boiling Springs, North Carolina, U.S.
• Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96.
• James, A. J., Chin, C. K., & Williams, B. R. (2014). Using the flipped classroom to improve student engagement and to prepare graduates to meet maritime industry requirements: a focus on maritime education. WMU Journal of Maritime Affairs, 13(2), 331-343.
• Jungić, V., Kaur, H., Mulholland, J., & Xin, C. (2015). On flipping the classroom in large first year calculus courses. International Journal of Mathematical Education in Science and Technology, 46(4), 508-520.
• Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160-173.
• Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43.
• Lemmer, C. (2013). 'A view from the flip side: 'Using the'ınverted classroom'to enhance the legal ınformation literacy of the ınternational.
• Mazur, E. (1997). Peer instruction: A user’s manual. Upper saddle river, NJ: Prentice-Hall. (2009). Farewell, lecture? Science, 323(5910), 50–51. doi:10.1126/science.1168927.
• Miles, M. B., & Huberman A. M. (1994). Qualitative data analysis: An expanded sourcebook. Second Edition. California: Sage Publications.
• Moraros, J., Islam, A., Yu, S., Banow, R., & Schindelka, B. (2015). Flipping for success: evaluating the effectiveness of a novel teaching approach in a graduate level setting. BMC medical education, 15(1), 1-10.
• Morgan, H. (2014). Focus on Technology: Flip your classroom to ıncrease academic achievement. Childhood Education, 90(3), 239-241.
• Novak, G. M., Patterson, E. T., Gavrin, A. D., & Christian, W., (1999). Just-in-time teaching:
• Blending active learning with web technology. Upper Saddle River, NJ: Prentice Hall.
• O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95.
• Pinto, C., & Little, G. (2014). Flipped librarians: Assessing our own need to understand our users. The Journal of Academic Librarianship, 2(40), 192-193.
• Rivera, E. (2015). Using the Flipped Classroom Model in Your Library Instruction Course. The Reference Librarian, 56(1), 34-41.
• Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17, 74-84.
• Johnson, R. B., & Onwuegbuzie, A. J. (2004). "Mixed methods research: A research paradigm whose time has come". Educational Researcher, 33(7), 14-26.
• Talbert, R. (2014). Inverting the linear algebra classroom. Primus, 24(5), 361-374.
• Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82-83.
• Pearson, G. (2012). Students, Parents give thumbs-up to flipped classroom. Education Canada, 52(5), 5.
• Prashar, A. (2015). Assessing the flipped classroom in operations management: A pilot study. Journal of Education for Business, 90(3), 126-138.
• Rivero, V. (2013). A new model to reach all students all ways. Internet@Schools, 20(1), 14-16.
• Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning. Journal of Family and Consumer Sciences, 105(2), 44.
• Siegle, D. (2014). Technology differentiating instruction by flipping the classroom. Gifted Child Today, 37(1), 51-55.
• Stone, B. B. (2012). Flip your classroom to increase active learning and student engagement. In Proceedings from 28th Annual Conference on Distance Teaching & Learning, Madison, Wisconsin, U.S.
• Yıldırım, A. ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
• Zhu, E. (2007). Teaching with clickers. Center for research on learning and teaching occasional papers, 22, 1-8.