Modern Fizik Öğretiminde Ters Yüz Edilmiş Sınıf Uygulaması Üzerine Bir Araştırma

Abstract

Bu araştırmanın amacı, video içerikleriyle desteklenen ters yüz edilmiş sınıf (TYES) modeli uygulamasının, fen bilgisi öğretmen adaylarının akademik başarısı üzerine etkisini incelemektir. Araştırma deneysel yöntemle gerçekleştirilmiş olup, karma desenlerden açıklayıcı desen kullanılmıştır. Bu araştırmanın çalışma grubunu Eğitim Fakültesinde öğrenim görmekte olan 2. sınıf Fen Bilgisi öğretmen adayları oluşturmaktadır. Araştırma 2017-2018 eğitim-öğretim yılında gerçekleştirilmiş olup, araştırmada deney ve kontrol grubu 25’er öğrenciden oluşmaktadır. Çalışmada konular deney grubunda TYES modeline göre işlenirken, kontrol grubunda ise düz anlatım, tartışma ve problem çözme yöntemleri kullanılarak dersler yürütülmüştür. Araştırmada öğretmen adaylarının akademik başarı düzeylerini ölçmek için “Çoktan Seçmeli Akademik Başarı Testi”, dersin etkinliğine ilişkin görüşlerini belirlemek amacıyla ise “Yapılandırılmış Görüşme Formu” kullanılmıştır. Başarı testinden elde edilen veriler analiz etmek için bağımsız gruplar için t testi analizleri kullanılmıştır. Görüşme formundan elde edilen veriler de betimsel analiz yöntemiyle analiz edilmiştir. Elde edilen bulgulara göre, deney ile kontrol grubunun akademik başarı puanları arasında anlamlı bir farklılık tespit edilememiştir. Öğretmen adayları genel anlamda dersin verimli geçtiğini belirtmekle birlikte, konu ile ilgili problem çözme becerilerinin eksik olduğunu ifade etmişlerdir.

Keywords

• Ters Yüz Edilmiş Sınıf Modeli
• Akademik Başarı
• Modern Fizik
• Öğretmen Adayları

A Research on Flipped Classroom Practice in Modern Physics Teaching

Abstract

The purpose of this research is to examine the effect of the Flipped Classroom (FC) model application supported by video content on the academic achievement of pre-service science teachers. The research was carried out with experimental method and explanatory design, which is one of the mixed design types, was used. The study group of this research consists of 2nd grade science teacher candidates studying at the Faculty of Education. The research was carried out in the 2017-2018 academic year, and the experimental and control groups each consisted of 25 students. In the study, while the subjects were taught according to the FC model in the experimental group, lessons were conducted in the control group by using lecture, discussion and problem solving methods. In the study, "Multiple Choice Academic Achievement Test" was used to measure the academic achievement levels of pre-service teachers, and "Structured Interview Form" was used to determine their views on the effectiveness of the course. Independent groups t-test analyzes were used to analyze the data obtained from the achievement test. The data obtained from the interview form were also analyzed with the descriptive analysis method. According to the findings, no significant difference was found between the academic achievement scores of the experimental and control groups. While the pre-service teachers stated that the course was effective in general, they stated that they lacked problem-solving skills related to the subject.

Keywords

• Flipped Classroom Model
• Academic Achievement
• Modern Physics
• Pre-service Teachers

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