Dönüştürücü Potansiyeli Keşfetmek: Görsel Sanatlarda Analitik ve Eleştirel Düşünmeyi Geliştiren Ters-Yüz Öğrenme Modeli

Abstract

Bu araştırmada Görsel Sanatlar dersi programında yer alan “perspektif” konusunun ters yüz öğrenme modeli ile verilmesinin öğrencilerin eleştirel ve analitik düşünme becerileri üzerindeki etkisini incelemek ve bu etkiyi, geleneksel öğrenme yöntemiyle karşılaştırmak amaçlanmıştır. Araştırmada ön test – son test kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmanın örneklemini özel bir kolejde öğrenim gören 50 adet 10. sınıf öğrencisi oluşturmaktadır. Araştırma kapsamında rastgele seçilen sınıflardan birinde geleneksel öğretim yöntem ve teknikleri, diğerinde ise ters yüz öğrenme modeli uygulanmıştır. Araştırma verileri Ocak ve Park (2020) tarafından geliştirilen “Lise Öğrencilerinin Analitik Düşünme Ölçeği” ve Eğmir ve Ocak (2016) tarafından geliştirilen “Eleştirel Düşünme Becerisini Ölçmeye Yönelik Başarı Testi” kullanılarak toplanmıştır. Elde edilen verilerin analizinde; deney ve kontrol gruplarının birbirleri ile karşılaştırılmasında Mann Whitney-U Testi, her bir grubun kendi içinde karşılaştırılmasında ise Wilcoxon İşaretli Sıralar Testi kullanılmıştır. Araştırma sonucunda her iki grupta da öğrencilerin eleştirel düşünme becerileri ile analitik düşünme becerileri ve tüm alt boyutlarında ön test-son test puanları arasında son testler lehine anlamlı fark bulunmuştur. Bununla birlikte ters yüz öğrenme modeli ile görsel sanatlar dersinin öğretiminin, geleneksel yöntemlere göre öğrencilerin analitik düşünme becerileri ve eleştirel düşünme becerilerini istatistiksel olarak anlamlı olacak şekilde daha fazla geliştirdiği görülmüştür. Araştırmadan elde edilen sonuçlar doğrultusunda ters yüz öğrenme modelinin öğrencilerin üst düzey becerilerinin geliştirilmesinde etkili bir yöntem olduğu sonucuna ulaşılmış, bu kapsamda gelecekte yapılacak çalışmalara yönelik çeşitli önerilerde bulunulmuştur.

Keywords

• Ters-yüz öğrenme modeli
• Görsel Sanatlar Eğitimi
• Analitik Düşünme Becerisi
• Eleştirel Düşünme Becerisi

Exploring the Transformative Potential: Flipped Learning Unleashes Analytical and Critical Thinking in Visual Arts

Abstract

This study aims to compare the impact on students' critical and analytical thinking skills in teaching the topic of "perspective" in the Visual Arts curriculum using the flipped learning model versus the traditional learning method. The study employed a quasi-experimental pre- and post-test control-group design. Fifty 10th-grade students from a private high school were included in the sample. Traditional teaching methods and techniques were utilized in one randomly selected class, whereas the flipped learning model was used in the other class. The "Analytical Thinking Scale for High School Students" created by Ocak and Park (2020) and the "Achievement Test Towards Evaluating Critical Thinking Skills" created by Emir and Ocak (2016) were used to collect data. The Mann–Whitney U test was used to compare the experimental and control groups, whereas the Wilcoxon Signed-Rank Test was used to compare the data within each group. A comparison of the pre-and post-test scores of both groups revealed significant improvements in their critical thinking and analytical thinking abilities, as well as in all sub-dimensions. In addition, it was observed that teaching a visual arts course using the flipped learning model significantly improved students' analytical and critical thinking abilities compared to traditional methods. Considering all these findings, it is possible to conclude that the flipped learning model is an effective strategy for fostering the development of students' higher-order skills. The study concludes with several suggestions for future research in this field.

Keywords

• Flipped Learning Model
• Visual Arts Education
• Analytical Thinking Skills
• Critical Thinking Skills

References

1. Agbo, O. A. (2022). The use of flipped learning model in enhancing critical thinking skills among Nigerian students. British Journal of Education, 10(6), 89–95. https://doi.org/10.37745/bje.2013/vol10n6pp8995
2. Agustini, K., Santyasa, I. W., Tegeh, I. M., Santyadiputra, G. S., & Mertayasa, I. N. E. (2022). Quantum flipped learning and students’ cognitive engagement in achieving their critical and creative thinking in learning. International Journal of Emerging Technologies in Learning (IJET), 17(18), Article 18. https://doi.org/10.3991/ijet.v17i18.32101
3. Ahmad, S. (2016). The flipped classroom model to develop Egyptian EFL students’ listening comprehension. English Language Teaching, 9(9), Article 9. https://doi.org/10.5539/elt.v9n9p166
4. Ahmed, S., & Haji, S. (2020). The effectiveness of using flipped learning strategy in the academic achievement by eight grade basic students in the subject of science and developing their reflective thinking. Humanities Journal of University of Zakho, 8(2), Article 2. https://doi.org/10.26436/hjuoz.2020.8.2.597
5. Aksoy, Ş., & Gürbüz, M. (2022). Türkiye ve İngiltere’de ortaöğretim görsel sanatlar öğretiminin karşılaştırmalı olarak incelenmesi [A comparative analysis of secondary visual arts teaching in Turkey and England]. Social Sciences: Theory & Practice, 6(2), Article 2. https://doi.org/10.48066/kusob.1200596
6. Alamri, M. M. (2019). Students’ academic achievement performance and satisfaction in a flipped classroom in Saudi Arabia. International Journal of Technology Enhanced Learning, 11(1), 103–119. https://doi.org/10.1504/IJTEL.2019.096786
7. Ali Abu-ghararah, B. (2020). Flipped classroom technique: Engagement and value. Bulletin of Advanced English Studies, 4(2), 32–39. https://doi.org/10.31559/BAES2020.4.2.2
8. Arayathamsophon, R., Jedaman, P., & Jongmuanwai, B. (2020). Developed to basic Mathematic instructional activity of flipped mastery approach classroom via self-directed learning for supporting analytical thinking skills and achievement of 11 great students. International Journal of Innovative Science and Research Technology, 5(9), 490–495. https://doi.org/10.38124/IJISRT20SEP341

9. Arnold-Garza, S. (2014). The flipped classroom teaching model and its use for information literacy instruction. Communications in Information Literacy, 8(1), 7–22. https://doi.org/10.15760/comminfolit.2014.8.1.161
10. Art-In, S. (2017). Development of analytical thinking skills among Thai University students [Special Issue for INTE October 2017]. TOJET: The Turkish Online Journal of Educational Technology, 862–869.
11. Ash, K. (2012). Educators view “flipped” model with a more critical eye: Benefits and drawbacks seen in replacing lectures with on-demand video. Education Week, 32(2), 6–8.
12. Asmara, R., Kusumaningrum, W. R., Wulansari, A., Munirah, & Hersulastuti. (2019). Measuring the effect of a flipped classroom model on critical thinking skills. Proceedings of the 2nd Workshop on Language, Literature and Society for Education, 1–6. https://doi.org/10.4108/eai.21-12-2018.2282743
13. Aybirdi, N., Efe, H., & Şal, Ç. A. (2023). The impact of flipped learning on L2 learners’ achievements: A meta-analysis [Special issue]. Shanlax International Journal of Education, 11(1), Article S1-Jan. https://doi.org/10.34293/education.v11iS1-Jan.5891
14. Aydin, M., Okmen, B., Sahin, S., & Kilic, A. (2020). The meta-analysis of the studies about the effects of flipped learning on students’ achievement. Turkish Online Journal of Distance Education, 22(1), Article 1. https://doi.org/10.17718/tojde.849878
15. Aznar-Díaz, I., Hinojo-Lucena, F.-J., Cáceres-Reche, M.-P., & Romero-Rodríguez, J.-M. (2020). Pedagogical approaches in the knowledge society: The flipped classroom method for the development of creativity and dialogical learning. International Journal of Emerging Technologies in Learning (IJET), 15(03), Article 03. https://doi.org/10.3991/ijet.v15i03.11664
16. Bergmann, J., & Sams, A. (2015). Flipped learning: Gateway to student engagement (1st edition). International Society for Technology in Education.
17. Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers & Education, 151, 1–36. https://doi.org/10.1016/j.compedu.2020.103819
18. Bryan, R. R., Glynn, S. M., & Kittleson, J. M. (2011). Motivation, achievement, and advanced placement intent of high school students learning science. Science Education, 95(6), 1049–1065. https://doi.org/10.1002/sce.20462
19. Caggy, R. C. da S. S., & Fischer, T. M. D. (2014). Interdisciplinarity revisited: Analyzing interdisciplinary practice in one of Bahia’s management schools. Administração: Ensino e Pesquisa, 15(3), Article 3. https://doi.org/10.13058/raep.2014.v15n3.12
20. Chao, C.-Y., Chen, Y.-T., & Chuang, K.-Y. (2015). Exploring students’ learning attitude and achievement in flipped learning supported computer aided design curriculum: A study in high school engineering education. Computer Applications in Engineering Education, 23(4), 514–526. https://doi.org/10.1002/cae.21622
21. Chaqmaqchee, Z. A. I. (2021). Flipped teaching a trend for students learning in higher education. Koya University Journal of Humanities and Social Sciences (KUJHSS), 4(6), 144–150. https://doi.org/10.14500/kujhss.v4n1y2021.pp144-150
22. Chin, C., & Osborne, J. (2008). Students’ questions: A potential resource for teaching and learning science. Studies in Science Education, 44(1), 1–39. https://doi.org/10.1080/03057260701828101
23. Coleman, H. V., Dickerson, J., & Dotterer, D. (2017). Critical thinking, instruction, and professional development for schools in the digital age. In educational leadership and administration: concepts, methodologies, tools, and applications (pp. 1774–1793). IGI Global. https://doi.org/10.4018/978-1-5225-1624-8.ch081
24. Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th edition). SAGE Publications, Inc.
25. Crişan, G. I., & Albulescu, I. (2018). Developing artistic and plastic arts skills in school-age children through flipped classroom. European Proceedings of Social and Behavioural Sciences, Education, Reflection, Development – ERD 2017, 133–142. https://doi.org/10.15405/epsbs.2018.06.16
26. Cuervo, L. (2018). Study of an interdisciplinary didactic model in a secondary education music class. Music Education Research, 20(4), 463–479. https://doi.org/10.1080/14613808.2018.1433148
27. Cussler, E. L. (2015). The future of the lecture. AICHE Journal, 61(5), 1472–1477. https://doi.org/10.1002/aic.14807
28. Day, L. J. (2018). A gross anatomy flipped classroom effects performance, retention, and higher-level thinking in lower performing students. Anatomical Sciences Education, 11(6), 565–574. https://doi.org/10.1002/ase.1772
29. Eğmir, E., & Ocak, G. (2016). Developing an achievement test towards evaluating critical thinking skill. Journal of Turkish Studies, 11(19), 337–360. https://doi.org/10.7827/TurkishStudies.9961
30. Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends, 57(6), 14–27. https://doi.org/10.1007/s11528-013-0698-1
31. Erkuzu, D., & Çoban, A. (2018). Türk eğitim sisteminde görsel sanatlar dersi öğretim programlarının değerlendirilmesi [Evaluation of visual arts curriculum in Turkish education system]. The Journal of Social Sciences, 5(25), 275–294. https://doi.org/10.16990/SOBIDER.4284
32. Ernawati, E., Alonemarera, A. S., & Sari, T. M. (2022). The critical thinking skills and independent learning analysis: The flipped classroom based on blended learning. JPBIO (Jurnal Pendidikan Biologi), 7(2), Article 2. https://doi.org/10.31932/jpbio.v7i2.1903
33. Fadli, M. R., Rochmat, S., Sudrajat, A., Aman, Rohman, A., & Kuswono. (2022). Flipped classroom in history learning to improve students’ critical thinking. International Journal of Evaluation and Research in Education (IJERE), 11(3), Article 3. https://doi.org/10.11591/ijere.v11i3.22785
34. Fulgueras, M. J., & Bautista, J. (2020). Flipped classroom: Its effects on ESL learners’ critical thinking and reading comprehension levels. International Journal of Language and Literary Studies, 2(3), Article 3. https://doi.org/10.36892/ijlls.v2i3.228
35. Giuliano, C. A., & Moser, L. R. (2016). Evaluation of a flipped drug literature evaluation course. American Journal of Pharmaceutical Education, 80(4), 1–8. https://doi.org/10.5688/ajpe80466
36. Goldsmith, L. T., Hetland, L., Hoyle, C., & Winner, E. (2016). Visual-spatial thinking in geometry and the visual arts. Psychology of Aesthetics, Creativity, and the Arts, 10(1), 56–71. https://doi.org/10.1037/aca0000027
37. Gorman, A. L. (2020). Flipping the class promotes second medical student pharmacology learning in an integrated curriculum [Supplemental Issue: Experimental Biology 2020 Meeting Abstracts]. The FASEB Journal, 34(1), 1–1. https://doi.org/10.1096/fasebj.2020.34.s1.03684
38. Gouseti, A. (2014). Digital technologies in education: New tools for new times? In A. Gouseti (Ed.), Digital technologies for school collaboration (pp. 27–57). Palgrave Macmillan US. https://doi.org/10.1057/9781137372857_2
39. Gu, M., & Sok, S. (2021). Factors affecting the academic achievement of nursing college students in a flipped learning simulation practice. International Journal of Environmental Research and Public Health, 18(11), Article 11. https://doi.org/10.3390/ijerph18115970
40. Haddad, M., & Tylee, A. (2013). The development and first Uuse of the QUEST measures to evaluate school nurses’ knowledge and skills for depression recognition and management. Journal of School Health, 83(1), 36–44. https://doi.org/10.1111/j.1746-1561.2012.00745.x
41. Halasa, S., Abusalim, N., Rayyan, M., Constantino, R. E., Nassar, O., Amre, H., Sharab, M., & Qadri, I. (2020). Comparing student achievement in traditional learning with a combination of blended and flipped learning. Nursing Open, 7(4), 1129–1138. https://doi.org/10.1002/nop2.492
42. Hao, Y. (2016). Exploring undergraduates’ perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59, 82–92. https://doi.org/10.1016/j.chb.2016.01.032
43. Hosseini, E., Khodaei, F. B., Sarfallah, S., & Dolatabadi, H. R. (2012). Exploring the relationship between critical thinking, reading comprehension and reading strategies of English University students. World Applied Sciences Journal, 17(10), 1356–1364.
44. Hsia, L.-H., Lin, Y.-N., & Hwang, G.-J. (2021). A creative problem solving-based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration. British Journal of Educational Technology, 52(4), 1771–1787. https://doi.org/10.1111/bjet.13073
45. 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
46. Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449–473. https://doi.org/10.1007/s40692-015-0043-0
47. Idol, L., & Jones, B. F. (2013). Educational Values and Cognitive Instruction: Implications for Reform. Routledge.
48. İşçi, T. G., & Yazıcı, K. (2023). The effect of the use of the flipped learning model in the social studies course on the students’ academic success and higher-order thinking skills. International E-Journal of Educational Studies, 7(13), Article 13. https://doi.org/10.31458/iejes.1216865
49. Ismail, N. S., Harun, J., Zakaria, M. A. Z. M., & Salleh, S. Md. (2018). The effect of mobile problem-based learning application DicScience PBL on students’ critical thinking. Thinking Skills and Creativity, 28, 177–195. https://doi.org/10.1016/j.tsc.2018.04.002
50. Iwaniec, M., Simmonds, T., & Swan, Z. (2017). A practical case study exploring how flipped learning affects the development of problem solving skills in two different disciplines. Compass: Journal of Learning and Teaching, 10(1), Article 1. https://doi.org/10.21100/compass.v10i1.426
51. Jamaludin, R., & Osman, S. Z. (2014). The use of a flipped classroom to enhance engagement and promote active learning. Journal of Education and Practice, 5(2), 124–131.
52. Jdaitawi, M. (2019). The effect of flipped classroom strategy on students learning outcomes. International Journal of Instruction, 12(3), 665–680. https://doi.org/10.29333/iji.2019.12340a
53. Ji, D., Yang, X., & Wang, W. (2022). Evaluating the design and teaching effect of college mobile English learning using deep learning technique. Wireless Communications and Mobile Computing, 2022, Article 2797854. https://doi.org/10.1155/2022/2797854
54. Karaca, C., & Ocak, M. A. (2017). Effects of flipped learning on university students’ academic achievement in algorithms and programming education. International Online Journal of Educational Sciences, 9(2), 527–543. https://doi.org/10.15345/IOJES.2017.02.017
55. Karyadi, P. A., Paristiowati, M., & Afrizal. (2020). Analysis the 21st century skills of students in chemical equilibrium learning with flipped classroom-collaborative problem solving model. JTK (Jurnal Tadris Kimiya), 5(1), Article 1. https://doi.org/10.15575/jtk.v5i1.7971
56. Kim, J., Park, H., Jang, M., & Nam, H. (2017). Exploring flipped classroom effects on second language learners’ cognitive processing. Foreign Language Annals, 50(2), 260–284. https://doi.org/10.1111/flan.12260
57. Kılıç, A., Duman, E. D., & Ersoy, F. (2019). Ortaöğretim görsel sanatlar dersi 10 öğretmen kılavuz kitabı [Secondary education visual arts course 10 teacher guidebook] (1st ed.). Ministry of National Education Publications. https://gorselsanatlar.org/kilavuzlar/10_KILAVUZ.pdf
58. Kong, S. C. (2015). An experience of a three-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support. Computers & Education, 89, 16–31. https://doi.org/10.1016/j.compedu.2015.08.017
59. 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://doi.org/10.29333/iji.2019.12155a
60. Kwon, O. Y. (2021). Flipped learning: An alternative pedagogical approach in the untact age. Journal of Exercise Rehabilitation, 17(4), 222–225. https://doi.org/10.12965/jer.2142296.148
61. Lai, E. R. (2011). Critical thinking: A literature review (p. 50) [Research Report]. Pearson.
62. Levy, D. A. (1997). Tools of critical thinking: Metathoughts for psychology. Allyn and Bacon.
63. Lin, M.-H., Chen, H.-C., & Liu, K.-S. (2017). A Study of the Effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3553–3564. https://doi.org/10.12973/eurasia.2017.00744a
64. Linur, R., & Mubarak, M. R. (2022). Students’ perceptions on using the flipped classroom method to support their self-regulated learning in Arabic speaking skills: Exploratory Study. Al-Ta’rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya, 10(1), Article 1. https://doi.org/10.23971/altarib.v10i1.3812
65. Mas’ud, H., & Surjono, H. D. (2018). The implementation of flipped classroom learning model using Moodle to increase students’ higher order thinking skills. Journal of Educational Science and Technology (EST), 4(3), 187–194. https://doi.org/10.26858/est.v1i1.6521
66. McNeill, K. L., & Pimentel, D. S. (2010). Scientific discourse in three urban classrooms: The role of the teacher in engaging high school students in argumentation. Science Education, 94(2), 203–229. https://doi.org/10.1002/sce.20364
67. Megha, N., Bhawna, N., & Jagga, N. V. (2023). Flipped classroom learning approach in physiotherapy education-A journey towards digital era. International Journal of Medical Science and Diagnosis Research, 7(3), 35–43. https://doi.org/10.32553/ijmsdr.v7i2.979
68. Milner-Bolotin, M., Egersdorfer, D., & Vinayagam, M. (2016). Investigating the effect of question-driven pedagogy on the development of physics teacher candidates’ pedagogical content knowledge. Physical Review Physics Education Research, 12(2), 1–16. https://doi.org/10.1103/PhysRevPhysEducRes.12.020128
69. Morris-Eyton, H., & Pretorius, E. (2023). Cultivating a digital promise: Promoting reflective and reflexive activities to enhance self-directed learning for the 21st century. Student Success, 14(1), Article 1. https://doi.org/10.5204/ssj.2659
70. Mukhlisa, R., Gani, A., Winarni, S., Khaldun, I., & Hanum, L. (2021). Independence of learning and achievement of learners’ cognitive abilities in thermochemical materials through the application of flipped classroom. Jurnal Penelitian Pendidikan IPA, 7(4), Article 4. https://doi.org/10.29303/jppipa.v7i4.674
71. Munir, M. T., Baroutian, S., Young, B. R., & Carter, S. (2018). Flipped classroom with cooperative learning as a cornerstone. Education for Chemical Engineers, 23, 25–33. https://doi.org/10.1016/j.ece.2018.05.001
72. Murray, D., Koziniec, T., & McGill, T. (2015). Student perceptions of flipped learning. 160, 57–62. http://crpit.com/confpapers/CRPITV160Murray.pdf
73. Nederveld, A., & Berge, Z. L. (2015). Flipped learning in the workplace. Journal of Workplace Learning, 27(2), 162–172. https://doi.org/10.1108/JWL-06-2014-0044
74. Nouri, J. (2016). The flipped classroom: For active, effective and increased learning – especially for low achievers. International Journal of Educational Technology in Higher Education, 13(1), 13–33. https://doi.org/10.1186/s41239-016-0032-z
75. Nugraheni, B. I., Surjono, H. D., & Aji, G. P. (2022). How can flipped classroom develop critical thinking skills? A literature review. International Journal of Information and Education Technology, 12(1), 82–90. https://doi.org/10.18178/ijiet.2022.12.1.1590
76. Ocak, G., & Park, F. (2020). Developing analytical thinking scale for high school students. Afyon Kocatepe University Journal of Social Sciences, 22(1), Article 1. https://doi.org/10.32709/akusosbil.565699
77. O’Connor, E. E., Fried, J., McNulty, N., Shah, P., Hogg, J. P., Lewis, P., Zeffiro, T., Agarwal, V., & Reddy, S. (2016). Flipping radiology education right side up. Academic Radiology, 23(7), 810–822. https://doi.org/10.1016/j.acra.2016.02.011
78. Pang, Y. (2022). The role of web-based flipped learning in EFL learners’ critical thinking and learner engagement. Frontiers in Psychology, 13, 1–12.
79. Pardosi, A. S., & Ming, L. Y. (2022). Flipping the classroom to promote higher order thinking skill: A case of Chinese undergraduate students. Journal of Educational Management and Instruction, 1(2), 62–70.
80. Park, E. O., & Park, J. H. (2018). Quasi-experimental study on the effectiveness of a flipped classroom for teaching adult health nursing. Japan Journal of Nursing Science: JJNS, 15(2), 125–134. https://doi.org/10.1111/jjns.12176
81. Paryani, S., & Ramadan-Jradi, R. (2019). The impact of flipped learning on student performance and engagement: A systematic literature review. International Journal of Learning and Teaching, 5(1), 30–37. https://doi.org/10.18178/ijlt.5.1.30-37
82. Petillion, R. J., & McNeil, W. S. (2020). Johnstone’s triangle as a pedagogical framework for flipped-class instructional videos in introductory chemistry. Journal of Chemical Education, 97(6), 1536–1542. https://doi.org/10.1021/acs.jchemed.9b01105
83. Phurikultong, N., & Kantathanawat, T. (2022). Flipping the undergraduate classroom to develop student analytical thinking skills. Emerging Science Journal, 6(4), 739–757. https://doi.org/10.28991/ESJ-2022-06-04-06
84. Priyaadharshini, M., & Vinayaga Sundaram, B. (2018). Evaluation of higher-order thinking skills using learning style in an undergraduate engineering in flipped classroom. Computer Applications in Engineering Education, 26(6), 2237–2254. https://doi.org/10.1002/cae.22035
85. Ravandpour, A. (2022). The relationship between EFL learners’ flipped learning readiness and their learning engagement, critical thinking, and autonomy: A structural equation modelling approach. Journal of Language and Education, 8(3), Article 3. https://doi.org/10.17323/jle.2022.12654
86. Rehman, A., Pervaiz, A., & Shahzad, A. (2022). The role of flipped language learning in developing the higher order thinking skills among the university students in Pakistan. Pakistan Languages and Humanities Review, 6(4), Article 4. https://doi.org/10.47205/plhr.2022(6-IV)38
87. Reid, S. A. (2016). A flipped classroom redesign in general chemistry. Chemistry Education Research and Practice, 17(4), 914–922. https://doi.org/10.1039/C6RP00129G
88. Richards, A. G., Tietyen, A. C., Jicha, G. A., Bardach, S. H., Schmitt, F. A., Fardo, D. W., Kryscio, R. J., & Abner, E. L. (2019). Visual Arts Education improves self-esteem for persons with dementia and reduces caregiver burden: A randomized controlled trial. Dementia, 18(7–8), 3130–3142. https://doi.org/10.1177/1471301218769071
89. Roca, J., Reguant, M., & Canet, O. (2016). Learning outcomes of “The oncology patient” study among nursing students: A comparison of teaching strategies. Nurse Education Today, 46, 29–35. https://doi.org/10.1016/j.nedt.2016.08.018
90. Sahin Dogruer, S. (2023). At school or home? Eight graders’ first practices with online geometry lessons. Turkish Online Journal of Distance Education, 24(1), Article 1. https://doi.org/10.17718/tojde.953261
91. Sajid, M. R., Laheji, A. F., Abothenain, F., Salam, Y., AlJayar, D., & Obeidat, A. (2016). Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia? International Journal of Medical Education, 7, 281–285. https://doi.org/10.5116/ijme.57a7.83d4
92. Seitan, W. I., Ajlouni, A. O., & Al-Shara’h, N. D. A. (2020). The impact of integrating flipped learning and information and communication technology on the secondary school students’ academic achievement and their attitudes towards it. International Education Studies, 13(2), Article 2. https://doi.org/10.5539/ies.v13n2p1
93. Shyr, W.-J., & Chen, C.-H. (2018). Designing a technology-enhanced flipped learning system to facilitate students’ self-regulation and performance. Journal of Computer Assisted Learning, 34(1), 53–62. https://doi.org/10.1111/jcal.12213
94. Smith, T. E., Rama, P. S., & Helms, J. R. (2018). Teaching critical thinking in a GE class: A flipped model. Thinking Skills and Creativity, 28, 73–83. https://doi.org/10.1016/j.tsc.2018.02.010
95. Sternberg, R. J. (2006). The Rainbow Project: Enhancing the SAT through assessments of analytical, practical, and creative skills. Intelligence, 34(4), 321–350. https://doi.org/10.1016/j.intell.2006.01.002
96. Styers, M. L., Van Zandt, P. A., & Hayden, K. L. (2018). Active learning in flipped life science courses promotes development of critical thinking skills. CBE—Life Sciences Education, 17(3), 1–13. https://doi.org/10.1187/cbe.16-11-0332
97. Sun, J. C.-Y., & Wu, Y.-T. (2016). Analysis of learning achievement and teacher–student interactions in flipped and conventional classrooms. The International Review of Research in Open and Distributed Learning, 17(1), 79–99. https://doi.org/10.19173/irrodl.v17i1.2116
98. Suprapti, S., Nugroho, A., & Pembangunan, H. R. P. (2021). Flipped learning instruction to enhance university students’ higher order thinking skills. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 7(2), 261–269. https://doi.org/10.33394/jk.v7i2.3320
99. Techanamurthy, U., Alias, N., & Dewitt, D. (2020). A problem-solving flipped classroom module: Developing problem-solving skills among culinary arts students. Journal of Technical Education and Training, 12(4), Article 4.
100. Tsytovich, M. V., & Boronenko, G. F. (2018). Teaching academic writing in a flipped classroom. Bulletin of the South Ural State University Series “Education. Educational Science,” 10(2), 59–65. https://doi.org/10.14529/ped180208
101. Tung, K. Y. & Alissa. (2021). Flipperentiated learning in biology class to improve cognitive learning outcomes, problem-solving skill, and motivation. International Journal of Education and Literacy Studies, 9(1), 183–190.
102. Türkkan, B. (2011). Görsel sanatlar öğretim, dersindeki uygulamaların meslek yaşamında kullanılabilirliğine ilişkin sınıf öğretmeni adaylarının görüşleri [Elementary school teacher candidates’ views about the usability of visual arts teaching applications in professional life]. Education Sciences, 6(1), 91–105.
103. Vidergor, H. E. (2018). Effectiveness of the multidimensional curriculum model in developing higher-order thinking skills in elementary and secondary students. The Curriculum Journal, 29(1), 95–115. https://doi.org/10.1080/09585176.2017.1318771
104. Waltz, C. F. (2005). Measurement in nursing and health research. Springer Publishing Company.
105. Wang, F. H. (2017). An exploration of online behaviour engagement and achievement in flipped classroom supported by learning management system. Computers & Education, 114, 79–91. https://doi.org/10.1016/j.compedu.2017.06.012
106. Wang, S., & Seepho, S. (2017). Facilitating Chinese EFL learners’ critical thinking skills: The contributions of teaching strategies. SAGE Open, 7(3), 1–9. https://doi.org/10.1177/2158244017734024
107. Wang, V., & Hitch, L. (2017). Is active learning via Internet technologies possible? International Journal of Online Pedagogy and Course Design (IJOPCD), 7(2), 48–59. https://doi.org/10.4018/IJOPCD.2017040104
108. Westhuizen, C. P. V. D., & Rautenbach, E. M. (1997). The teaching of higher‐order thinking skills to gifted pupils at the elementary level. Early Child Development and Care, 130(1), 1–12. https://doi.org/10.1080/0300443971300101
109. Winner, E. (2007). Visual thinking in arts education: Homage to Rudolf Arnheim. Psychology of Aesthetics, Creativity, and the Arts, 1(1), 25–31. https://doi.org/10.1037/1931-3896.1.1.25
110. Xu, Z., & Shi, Y. (2018). Application of constructivist theory in flipped classroom—Take college English teaching as a case study. Theory and Practice in Language Studies, 8(7), 880–887. https://doi.org/10.17507/tpls.0807.21
111. Yulian, R. (2021). The flipped classroom: Improving critical thinking for critical reading of EFL learners in higher education. Studies in English Language and Education, 8(2), Article 2. https://doi.org/10.24815/siele.v8i2.18366
112. Zhou, X. (2023). A conceptual review of the effectiveness of flipped learning in vocational learners’ cognitive skills and emotional states. Frontiers in Psychology, 13, 1–10. https://doi.org/10.3389/fpsyg.2022.1039025