5E Tabanlı Ters Yüz Edilmiş Sınıf Yaklaşımında Öğrencilerin Katılım Durumlarının Değerlendirilmesi

Year 2024, Volume: 13 Issue: 1, 106 - 129, 31.03.2024

Neslihan Cengiz Parlak , İsmail Kinay

https://doi.org/10.15869/itobiad.1396321

Abstract

Bu çalışma 5E tabanlı ters yüz edilmiş sınıf yaklaşımında öğrencilerin katılım durumlarını değerlendirmeyi amaçlamaktadır. Çalışmanın katılımcılarını bir devlet okulunda 7. sınıfa giden 12 öğrenci oluşturmaktadır. Çalışmada nitel araştırma yöntemlerinden durum çalışması benimsenmiştir. Bu çalışmada 5E tabanlı ters yüz edilmiş sınıf yaklaşımının her bir aşamasında öğrenci katılımlarının nasıl gerçekleştiği öğrencilerin sübjektif deneyimlerine dayanarak değerlendirilmiştir. Değerlendirmeye tabi tutulan veriler için sınıf içinde dersler işlenirken çekilen video kayıtları, öğrenci çalışma kağıtları, Google Classroom’da yüklü olan öğrenci dokümanları, yarı yapılandırılmış görüşme soruları, ses kayıtları, araştırmacı öğretmenin alan notları ve gözlem formları kullanılmıştır. Sınıf içi ve sınıf dışı süreçlerin analizi için araştırmacı tarafından gözlem formları oluşturulmuştur. Gözlem formları çalışmanın dayanağı olan 5E tabanlı sınıf yaklaşımının aşamalarında belirtilen ilkeler doğrultusunda hazırlanmıştır. Verilerin analizinde tümdengelim-tümevarım nitel içerik analizi kullanılmıştır. Kodlama sürecinde tümdengelim ve tümevarım yaklaşım unsurlarını kullanarak bir ön kodlama listesi oluşturulmuş, çalışmanın teorik arka planı olan 5E tabanlı ters yüz edilmiş sınıf yaklaşımına dayalı olarak tümdengelim kategorileri kullanılmıştır. Bu çalışmanın sonuçlarına göre 5E tabanlı ters yüz edilmiş sınıf yaklaşımının kullanımında öğrencilerin sınıf dışı süreçlere katılımının, öğrencileri sınıf içi süreçlere hazırladığı ve öğrencilerin böylelikle sınıf içi süreçlerde aktif katılım sağladığı görülmüştür. Sınıf dışı süreçlere katılmayan öğrencilerin sınıf içi süreçlerde etkinlikleri yaparken zorlandıkları ve tartışmalara katılamadıkları belirlenmiştir. Bu çalışma, 5E tabanlı ters yüz edilmiş sınıf yaklaşımının kullanımında sınıf içi ve sınıf dışı süreçlerde öğrenci katılımlarını arttırmak açısından öğretmenlere etkili öğretim stratejileri geliştirmeleri konusunda bir çerçeve sunmaktadır. Ayrıca matematik dersinde öğrenci katılımını sağlamak için 5E tabanlı ters yüz edilmiş sınıf yaklaşımıyla ilgili öneriler sunmakta ve öğrenci katılımının öğrenme sürecindeki önemini vurgulamaktadır.

Keywords

5E Tabanlı Öğrenme, Ters Yüz Edilmiş Sınıf, Sorgulamaya Dayalı Öğrenme, Matematik, Öğrenci Katılımı

Evaluation of Students’ Participation in the 5E-Based Flipped Classroom Approach

Abstract

This study aims to evaluate the participation of students levels in the 5E-based flipped classroom approach. The participants of the study consist of 12 students in the 7th grade at a public school. Case study, one of the qualitative research methods, was adopted in the study. In this study, how student participation occurred at each stage of the 5E-based flipped classroom approach was evaluated based on the students' subjective experiences. The data evaluated in the study were obtained through video recordings taken during classroom lessons, student worksheets, student documents uploaded in Google Classroom, semi-structured interview questions, audio recordings, field notes of the researcher teacher, and observation forms. Observation forms were created by the researcher to analyze in-class and out-of-class processes. Observation forms were prepared in line with the principles specified in the stages of the 5E-based classroom approach, which is the basis of the study. In the analysis of the data, deductive-inductive qualitative content analysis was used. In the coding process, a preliminary coding list was created using elements of both deductive and inductive approaches, and deductive categories were employed based on the 5E-based flipped classroom approach, which serves as the theoretical background of the study. According to the results of this study, it has been observed that in the use of the 5E-based flipped classroom approach, students' participation in out-of-class processes prepares students for in-class processes, and thus students actively participate in in-class processes. This study provides a framework for teachers to develop effective teaching strategies in terms of increasing student participation in in-class and out-of-class processes using the 5E-based flipped classroom approach. It also offers suggestions regarding the 5E-based flipped classroom approach to ensure student participation in mathematics lessons and emphasizes the importance of student participation in the learning process.

Keywords

5E-Based Learning Model, Flipped Classroom, Inquiry-Based Learning, Maths, Student Participation

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