FLIPPED LEARNING STUDIES IN SCIENCE-RELATED DISCIPLINES: A META-SYNTHESIS

Abstract

This study aimed to synthesize the qualitative and mixed-method studies that used the Flipped Learning Model in science-related disciplines. This study is a meta-synthesis study and prefers qualitative research as a methodology. The current study adopted a case study as a design. The authors used many databases to find the studies they would review. These databases are Elsevier, SpringerLink, Taylor & Francis, Sage, EBSCO, Wiley, JSTOR, and Scopus. Using various keywords and inclusion-exclusion criteria, four qualitative and nine mixed-method research studies were reviewed. This review highlighted the objectives, research groups, data collection instruments, data analysis, validity and reliability, results, and recommendations of these studies. The results showed that investigating the impact of the Flipped Learning Model on students' academic performance was the most prominent aim of the studies. We also found that the Flipped Learning Model studies were mostly conducted with participants from older age groups and that interviews, observations, and various documents were the most commonly used data collection tools. In addition, we found that the studies achieved what they aimed to achieve with the Flipped Learning Model. Based on these results, there is a need for studies that reflect the implementation steps of FLM in a much more detailed and explicit way

Keywords

• Flipped learning
• science education
• meta-synthesis
• science-related disciplines

Ethical Statement

In this study, scientific, ethical and citation rules were followed; As the authors, we undertake that there has been no manipulation of the data collected and that this study has not been sent to any other academic publication environment for evaluation.

BİLİMLE İLGİLİ DİSİPLİNLERDE TERS YÜZ EDİLMİŞ ÖĞRENME ÇALIŞMALARI: BİR META-SENTEZ

Abstract

Bu çalışma, bilimle ilgili alanlarda Ters Yüz Edilmiş Öğrenme Modeli (TYÖM) kullanan nitel ve karma araştırmaları sentezlemeyi amaçlamıştır. Nitel araştırma desenlerinden durum çalışması deseninin kullanıldığı bu çalışma bir meta-sentez çalışmasıdır. Çalışmada Elsevier, SpringerLink, Taylor & Francis, Sage, EBSCO, Wiley, Jstor ve Scopus veri tabanlarını kullandık. Dâhil etme-etmeme ölçütlerini kullanarak çeşitli anahtar kelimeler kullanarak 13 nitel/karma araştırma çalışmasını inceledik. Bu derlemede, 13 çalışmanın sonuçlarını sentezledik ve bu çalışmaların amaçlarını, araştırma gruplarını, veri toplama araçlarını, veri analizini, geçerliliğini ve güvenilirliğini, sonuçlarını ve önerilerini vurguladık. Sonuçlar, TYÖM’nin öğrencilerin akademik performansları üzerindeki etkisinin araştırılmasının çalışmaların en belirgin amacı olduğunu, TYÖM araştırmalarının daha çok üst yaş grubundan katılımcılarla yapıldığını, görüşme, gözlem ve çeşitli dokümanların en çok kullanılan veri toplama araçları olduğunu ortaya koymuştur. Ayrıca, incelenen çalışmalarda hedeflenen amaca genel olarak TYÖM ile ulaşıldığı belirlenmiştir. Ters yüz öğrenme modelinin farklı değişkenler üzerindeki etkilerini daha detaylı ve açık şekilde incelemek için daha fazla araştırma yapılmasına ihtiyaç vardır

Keywords

• Tersyüz öğrenme
• fen eğitimi
• meta sentez
• bilimle ilgili disiplinler

Ethical Statement

Yapılan bu çalışmada bilimsel, etik ve alıntı kurallarına uyulduğu; toplanan veriler üzerinde herhangi bir tahrifatın yapılmadığı ve bu çalışmanın herhangi başka bir akademik yayın ortamına değerlendirme için gönderilmemiş olduğunun yazarlar olarak taahhüt ederiz.

References

1. Al Mamun, M. A., Azad, M. A. K., & Boyle, M. (2022). Review of flipped learning in engineering education: Scientific mapping and research horizon. Education and Information Technologies, 27, 1261-1286. https://doi.org/10.1007/s10639-021-10630-z
2. Aljaser, A. M. (2017). Effectiveness of using flipped classroom strategy in academic achievement and selfefficacy among education students of princess nourah bint abdulrahman university. English Language Teaching, 10(4), 67-77. http://doi.org/10.5539/elt.v10n4p67
3. Almodaires, A. A., Alayyar, G. M., Almsaud, T. O., & Almutairi, F. M. (2019). The Effectiveness of Flipped Learning: A Quasi-Experimental Study of the Perceptions of Kuwaiti Pre-Service Teachers. International Education Studies, 12(1), 10-23. https://doi.org/10.5539/ies.v12n1p10
4. Andersen, M. F., Levinsen, H., Møller, H. H., & Thomsen, A. V. (2020). Building bridges between school and a science center using a flipped learning framework. Journal of Museum Education, 45(2), 200-209. https://doi.org/10.1080/10598650.2020.1744238
5. Andujar, A., Salaberri-Ramiro, M. S., & Martínez, M. S. C. (2020). Integrating flipped foreign language learning through mobile devices: Technology acceptance and flipped learning experience. Sustainability, 12(3), 1110. https://www.mdpi.com/2071-1050/12/3/1110#
6. Baepler, P., Walker, J. D., & Driessen, M. (2014). It's not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-236. https://doi.org/10.1016/j.compedu.2014.06.006
7. Baltacı, A. (2020). The reportıng of researches: How to wrıte a thesıs or a scıentıfıc artıcle? e-Journal of Mersin University Institute of Social Sciences, 3(2), 6-39. https://dergipark.org.tr/en/pub/meusbd/issue/55362/673112
8. Banihashem, S. K., Farrokhnia, M., Badali, M., & Noroozi, O. (2021). The impacts of constructivist learning design and learning analytics on students’ engagement and self-regulation. Innovations in Education and Teaching International, 1-11. https://doi.org/10.1080/14703297.2021.1890634

9. Bergmann, J. & Sams, A. (2008). Remixing chemistry class. Learn Lead Technology 36(4), 24-7.
10. Bergmann, J. & Sams, A. (2012). In Flip your classroom; Reach every student, in every class, every day. ISTE Washington USA.
11. Bishop, J. L. & Verleger, M. F. (2013). The flipped classroom: A survey of the research. Paper presented at the ASEE National Conference Proceedings, Atlanta, GA. Retrieved from http://www.asee.org/public/conferences/20/registration/view_session? session_ id=2008
12. Bondas, T., & Hall, E. O. (2007). Challenges in approaching metasynthesis research. Qualitative health research, 17(1), 113-121. https://doi.org/10.1177/1049732306295879
13. Bruggeman, B., Tondeur, J., Struyven, K., Pynoo, B., Garone, A., & Vanslambrouck, S. (2021). Experts speaking: Crucial teacher attributes for implementing blended learning in higher education. The Internet and Higher Education, 48, 1-11. https://doi.org/10.1016/j.iheduc.2020.100772
14. Chang, S. C., & Hwang, G. J. (2018). Impacts of an augmented reality-based flipped learning guiding approach on students’ scientific project performance and perceptions. Computers & Education, 125, 226-239. https://doi.org/10.1016/j.compedu.2018.06.007
15. Cheng, L., Ritzhaupt, A. D., & Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students’ learning outcomes: A meta-analysis. Educational Technology Research and Development, 67, 793-824. https://doi.org/10.1007/s11423-018-9633-7
16. Cho, B., & Lee, J. (2018). A meta analysis on effects of flipped learning in Korea. Journal of Digital Convergence, 16(3), 59-73. https://doi.org/10.14400/JDC.2018.16.3.059
17. Chuang, S. (2021). The applications of constructivist learning theory and social learning theory on adult continuous development. Performance Improvement, 60(3), 6-14. https://doi.org/10.1002/pfi.21963
18. Clayson, D.E. (2009). Student evaluations of teaching: Are they related to what students learn?, Journal of Marketing Education, 31(1), 16-30. https://doi.org/10.1177/0273475308324086
19. Cobb, W. N. W. (2016). Turning the classroom upside down: Experimenting with the flipped classroom in American government. Journal of political science education, 12(1), 1-14. https://doi.org/10.1080/15512169.2015.1063437
20. Crabtree B., & Miller W. (1999). A template approach to text analysis: Developing and using codebooks. In Crabtree B., Miller W. (Eds.), Doing qualitative research (pp. 163–177.) Newbury Park, CA: Sage.
21. Creswell, J. (2007). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
22. Cronin, J.J., & Taylor, S.A. (1994). SERVPERF versus SERVQUAL: reconciling performance-based perceptions-minus-expectations measurement of service quality. Journal of Marketing, 58, 125-31. http://dx.doi.org/10.1177/002224299405800110
23. Çalık, M. & Sözbilir, M. (2014). Parameters of content analysis. Education and Science, 39(173), 430-453. https://doi.org/10.15390/EB.2014.3412
24. Demiralay, R., & Karataş, S. (2014). Flipped classroom model. Journal of Research in Education and Teaching, 3(3), 333-340.
25. Demirel, Ö., Tuncel, İ., Demirhan, C., & Demir, K. (2010). Teacher and pupil views about activities based on multiple intelligences and the interdisciplinary approach. Education and Science, 33(147), 14-25.
26. Enfıeld, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. Techtrends, 57(6), 14-27.
27. Erlandson, D. A., Harris, E. L., Skipper, B. L., & Allen, S. D. (1993). Doing naturalistic inquiry: A guide to methods. Sage.
28. Flashman, J. (2012). Academic achievement and its impact on friend dynamics. Sociology of Education, 85(1), 61-80. https://doi.org/10.1177/0038040711417014
29. Flumerfelt, S., & Green, G. (2013). Using lean in the flipped classroom for at risk students. Journal of Educational Technology & Society, 16(1), 356-366.
30. Fulton, K. P. (2012). 10 reasons to flip. Phi Delta Kappan, 94(2), 20-24. https://doi.org/10.1177/003172171209400205
31. Gagnon, Y. C. (2010). The case study as research method: A practical handbook. PUQ.
32. Gijbels, D., Dochy, F., Van den Bossche, P., & Segers, M. (2005). Effects of problem-based learning: A meta-analysis from the angle of assessment. Review of educational research, 75(1), 27-61. https://doi.org/10.3102/0034654307500102
33. Graham, C. R. (2006). Blended learning systems: Defination, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (3-21). USA: Pfeiffer.
34. Hew, K. F. & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45-58. https://doi.org/10.1016/j.edurev.2014.05.001
35. Hew, K. F. & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Medical Education, 18(1), 38. https://doi.org/10.1186/s12909-018-1144-z
36. Horzum, T., Çelik, F., Gök, E., Kumlu, G. D. Y., Şahin, D., Yanış, H., ... & Hacıoğlu, Y. (2016). Reporting recommendations for theses prepared in the fields of social sciences: How should a thesis be written? Gazi Unıversity Journal of Gazi Educational Faculty, 36(3), 489-521. https://dergipark.org.tr/en/pub/gefad/issue/29794/320358
37. Huber, E., & Werner, A. (2016). A review of the literature on flipping the stem classroom: preliminary findings. In S. Barker, S. Dawson, A. Pardo, and C. Colvin (Eds.), Show Me The Learning. Proceedings ASCILITE 2016 Adelaide (pp. 267-274).
38. Hwang, G. J., Chang, S. C., Song, Y., & Hsieh, M. C. (2021). Powering up flipped learning: An online learning environment with a concept map‐guided problem‐posing strategy. Journal of Computer Assisted Learning, 37(2), 429-445. https://doi.org/10.1111/jcal.12499
39. Jamridafrizal, & Wibawa, B. (2021, April). Harnessing Facebook flipped learning model for teaching and learning science in Islamic higher education. In AIP Conference Proceedings (Vol. 2331, No. 1, p. 050011). AIP Publishing LLC.
40. Jdaitawi, M. (2020). Does flipped learning promote positive emotions in science education? A comparison between traditional and flipped classroom approaches. Electronic Journal of e-learning, 18(6), 516-524. https://doi.org/10.34190/JEL.18.6.004
41. Johnson, G. B. (2013). Student Perceptions of the Flipped Classroom. Unpublished master's thesis, The University of British Columbia. https://doi.org/10.14288/1.0073641
42. Johnson, L., Adams, S. & Cummins, M. (2012). The NMC horizon report: 2012 higher education edition. Austin, Texas: The New Media Consortium. Retrieved from https://eric.ed.gov/?id=ED532397
43. Kahramanoğlu, R. & Şenel, M. (2018). Evaluation of flipped classroom model in primary school English courses. Journal of Interdisciplinary Educational Research, 2(3), 28-37. https://dergipark.org.tr/en/download/article-file/529759
44. Karaca, M., Kızkapan, O., & Bektaş, O., (2022). Karma araştırma yönteminde entegrasyon. O. Bektaş ve M. Karaca (Ed.), Pragmatizmden uygulamaya karma araştırma yöntemi içinde (1. baskı, pp.243-274), Ankara: Nobel Yayınevi.
45. Karaca, M., Nacaroğlu, O., & Bektaş, O., (2022). Karma araştırma yönteminde veri analizi. O. Bektaş ve M. Karaca (Ed.), Pragmatizmden Uygulamaya Karma Araştırma Yöntemi içinde (1. baskı, pp.243-274), Ankara: Nobel Yayınevi.
46. Karagöl, İ., &, Esen, E. (2019). The effect of flipped learning approach on academic achievement: A meta-analysis study. Hacettepe University Journal of Education, 34(3), 708-727. https://doi.org/10.16986/HUJE.2018046755
47. Karakuzu, B., Saraçoğlu, S., & Bektas, O. (2023). Systematic review of studies on web 2.0 tools in science education in national literature. Araştırma ve Deneyim Dergisi, 8(2), 228-249. https://doi.org/10.47214/adeder.1375043
48. Khan, S. (2012). The one world schoolhouse: Education reimagined. Twelve.
49. Kızkapan, O. (2023). Student science teachers’ research self-efficacy: Does it develop in a flipped course and predict achievement?. Interactive Learning Environments, 1-13.
50. Kozikoğlu, İ. (2019). Analysis of the Studies Concerning Flipped Learning Model: A Comparative Meta-Synthesis Study. International Journal of Instruction, 12(1), 851-868. https://files.eric.ed.gov/fulltext/EJ1201225.pdf
51. Krismadinata, U. V., Jalinus, N., Rizal, F., Sukardi, P. S., Ramadhani, D., Lubis, A. L., ... & Novaliendry, D. (2020). Blended Learning as Instructional Model in Vocational Education: Literature Review. Universal Journal of Educational Research, 8(11B), 5801-5815. https://doi.org/10.13189/ujer.2020.082214
52. Kuroki, N., & Mori, H. (2021). Comprehensive Physical Chemistry Learning Based on Blended Learning: A New Laboratory Course. Journal of Chemical Education, 98, 3864-3870. https://doi.org/10.1021/acs.jchemed.1c00666
53. Lee, G. G., Jeon, Y. E., & Hong, H. G. (2021). The effects of cooperative flipped learning on science achievement and motivation in high school students. International journal of science education, 43(9), 1381-1407. https://doi.org/10.1080/09500693.2021.1917788
54. Lee, M. K., & Park, B. K. (2018). Effects of flipped learning using online materials in a surgical nursing practicum: A pilot stratified group-randomized trial. Healthcare informatics research, 24(1), 69-78. https://doi.org/10.4258/hir.2018.24.1.69
55. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
56. Lo, C. K., & Hew, K. F. (2021). Developing a flipped learning approach to support student engagement: A design‐based research of secondary school mathematics teaching. Journal of Computer Assisted Learning, 37(1), 142-157. https://doi.org/10.1111/jcal.12474
57. Lo, C. K., Cheung, K. L., Chan, H. R., & Chau, C. L. E. (2021). Developing flipped learning resources to support secondary school mathematics teaching during the COVID-19 pandemic. Interactive Learning Environments, 1-19. https://doi.org/10.1080/10494820.2021.1981397
58. Love, B., Hodge, A., Grandgenett, N. & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course, International Journal of Mathematical Education in Science and Technology, 45(3), 317-324. https://doi.org/10.1080/0020739X.2013.822582
59. Malterud, K. (2019). Qualitative metasynthesis: A research method for medicine and health sciences. Routledge. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
60. Nerantzi, C. (2020). The use of peer instruction and flipped learning to support flexible blended learning during and after the COVID-19 Pandemic. International Journal of Management and Applied Research, 7(2), 184-195. https://e-space.mmu.ac.uk/626131/
61. Ogden, L. (2015). Student perceptions of the flipped classroom in college algebra. PRIMUS: Problems, Resources, Issues in Mathematics Undergraduate Studies, 25(9-10), 782-791. https://doi.org/10.1080/10511970.2015.1054011
62. Park, J. H., Han, W. S., Kim, J., & Lee, H. (2021). Strategies for flipped learning in the health professions education in South Korea and their effects: A systematic review. Education Sciences, 11(1), 1-10. https://www.mdpi.com/2227-7102/11/1/9#
63. Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4), 8–13. http://cesa7ita2009.pbworks.com/f/Listen+to+the+Natives.pdf
64. Rababah, E. Q. (2021). From theory to practice: Constructivist learning practices among Jordanian kindergarten teachers. Cypriot Journal of Educational Science, 16(2), 612-626. https://doi.org/10.18844/cjes.v16i2.5639
65. Rammal, S. (2006). Using video in the classroom: An activity guide. Retrieved from https://fada.birzeit.edu/bitstream/20.500.11889/2776/1/1983.pdf on 12.07.2022.
66. Rutkowski, J. & Moscinska, K. (2013, September). Self-directed learning and flip teaching: electric circuit theory case study. 41st SEFI Conference, Leuven, Belgium.
67. Sargent, J., & Casey, A. (2020). Flipped learning, pedagogy and digital technology: Establishing consistent practice to optimise lesson time. European Physical Education Review, 26(1), 70-84. https://doi.org/10.1177/1356336X19826603
68. Şen, E. Ö., & Hava, K. (2020). Prospective middle school mathematics teachers’ points of view on the flipped classroom: The case of Turkey. Education and Information Technologies, 25(5), 3465-3480. https://doi.org/10.1007/s10639-020-10143-1
69. Shahnama, M., Ghonsooly, B., & Shirvan, M. E. (2021). A meta-analysis of relative effectiveness of flipped learning in English as second/foreign language research. Educational Technology Research and Development, 69, 1355-1386. https://doi.org/10.1007/s11423-021-09996-1
70. Talbert, R. (2012). Inverted classroom. Colleagues, 9(1), 1-3. http://scholarworks.gvsu.edu/colleagues/vol9/iss1/7?utm_source=scholarworks.gvsu.edu%2Fcolleagues%2Fvol9%2Fiss1%2F7&utm_medium=PDF&utm_campaign=PDFCoverPages
71. Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8(1), 1-10. https://doi.org/10.1186/1471-2288-8-45
72. Uzunboylu, H., & Karagözlü, D. (2017). The emerging trend of the flipped classroom: A content analysis of published articles between 2010 and 2015. Revista de Educación a Distancia (RED), 17(54). http://dx.doi.org/10.6018/red/54/4
73. Van Alten, D. C., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, 100281. https://doi.org/10.1016/j.edurev.2019.05.003
74. van Alten, D. C., Phielix, C., Janssen, J., & Kester, L. (2020). Self-regulated learning support in flipped learning videos enhances learning outcomes. Computers & Education, 158, 1-16. https://doi.org/10.1016/j.compedu.2020.104000
75. Walsh, D., & Downe, S. (2005). Meta‐synthesis method for qualitative research: a literature review. Journal of advanced nursing, 50(2), 204-211. https://doi.org/10.1111/j.1365-2648.2005.03380.x
76. Wanner, T. & Palmer, E. (2015). Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers and Education, 88, 354-369. https://doi.org/10.1016/j.compedu.2015.07.008
77. Yakar, Z. Y. (2021). The effect of flipped learning model on primary and secondary school students' mathematics achievement: A meta-analysis study. Cukurova University Faculty of Education Journal, 50(2), 1329-1366. https://doi.org/10.14812/cuefd.865337
78. Yang, C. C. R., & Chen, Y. (2020). Implementing the flipped classroom approach in primary English classrooms in China. Education and Information Technologies, 25(2), 1217-1235. https://doi.org/10.1007/s10639-019-10012-6
79. Yestrebsky, C. L. (2015). Flipping the classroom in a large chemistry class-research university environment. Procedia-Social and Behavioral Sciences, 191, 1113-1118. https://doi.org/10.1016/j.sbspro.2015.04.370
80. Yıldırım, A. ve Şimşek, H. (2005). Qualitative research methods in scoial sciences. Seçkin Publishing.
81. Youhasan, P., Chen, Y., Lyndon, M., & Henning, M. A. (2021). Exploring the pedagogical design features of the flipped classroom in undergraduate nursing education: a systematic review. BMC nursing, 20(1), 1-13. https://doi.org/10.1186/s12912-021-00555-w
82. Yurtseven Avci, Z., Ergulec, F., Misirli, O., & Sural, I. (2022). Flipped learning in information technology courses: benefits and challenges. Journal of Further and Higher Education, 46(5), 636-650. https://doi.org/10.1080/0309877X.2021.1986623