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

Year 2023, Volume: 5 Issue: Özel Sayı, 25 - 64, 29.10.2023

Sezer Köse Biber , Kübra Gündüz

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

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