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

Year 2017, Volume: 7 Issue: 1, 57 - 82, 25.01.2017

Veysel Demirer Betül Aydın

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

Cited By: 18

Abstract

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

Abstract

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

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