Effect of Flipped Classroom Model Supported Science Teaching on Learning Responsibility and Perceived Self-Regulation Skills

Abstract

The study aims to investigate the effect of Flipped Classroom Model (FCM) supported science teaching on sixth-grade students’ learning responsibility and perceived self-regulation skills. A mixed design was adopted to reveal the effects of FCM supported science teaching. The participants consisted of 39 students in total. The research used the Responsibility for Learning Scale (RLS) and Perceived Self-Regulation Scale (PSS) as quantitative data collection tools. An interview form was used as a qualitative data tool. Quantitative data obtained in the study were analyzed with comparative statistical tests. Qualitative data were analyzed with content analysis. Research results found that FCM-supported science teaching effectively improved sixth-grade students’ ability to take responsibility for learning and perceived self-regulation. In addition, the FCM supported science teaching increased students’ responsibilities, improved self-confidence, made knowledge permanent, and made learning fun. Thus, the FCM can be considered as a useful tool if there is a need to improve regulation and taking responsibility skills.

Keywords

• Science teaching
• flipped classroom model
• taking responsibility
• self-regulation skills

Tersyüz Edilmiş Sınıf Modeli Destekli Fen Öğretiminin Öğrenme Sorumluluğu ve Algılanan Öz Düzenleme Becerileri Üzerindeki Etkisi

Abstract

Çalışmanın amacı, Ters Yüz Sınıf Modeli (TYSM) destekli fen öğretiminin altıncı sınıf öğrencilerinin öğrenme sorumluluğu ve algılanan öz düzenleme becerileri üzerindeki etkisini incelemektir. TYSM destekli fen öğretiminin etkilerini ortaya koymak için karma desen benimsenmiştir. Çalışmanın katılımcıları toplam 39 öğrenciden oluşmaktadır. Araştırmada nicel veri toplama araçları olarak Öğrenme Sorumluluğu Ölçeği ve Algılanan Öz Düzenleme Ölçeği kullanılmıştır. Nitel veri aracı olarak görüşme formu kullanılmıştır. Çalışmada elde edilen nicel veriler karşılaştırmalı istatistik testler ile analiz edilmiştir. Nitel veriler ise içerik analizi ile analiz edilmiştir. Araştırma sonuçlarına göre TYSM destekli fen öğretimi, altıncı sınıf öğrencilerinin öğrenme sorumluluğu alma becerilerini ve algılanan öz düzenlemelerini etkili bir şekilde geliştirmiştir. Ayrıca TYSM destekli fen öğretimi, öğrencilerin sorumluluklarını artırmış, öz güvenlerini geliştirmiş, bilgiyi kalıcı hale getirmiş ve öğrenmeyi eğlenceli hale getirmiştir. Bu nedenle TSYM, düzenleme ve sorumluluk alma becerilerinin geliştirilmesine ihtiyaç duyulduğunda yararlı bir araç olarak düşünülebilir.

Keywords

• Fen öğretimi
• ters-yüz sınıf modeli
• sorumluluk alma
• öz-düzenleme becerisi

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