Kimya Dersinde Ters Yüz Öğrenme Modeline İlişkin Öğrencilerin Görüşleri Üzerine Bir Çalışma

Year 2025, Volume: 9 Issue: 3, 368 - 424, 30.11.2025

Cemal Gökçe , Emine Erdem

Abstract

Bu çalışma, sınıf içi uygulamalı öğrenme yaklaşımı ile yapılan kimya öğretiminde öğrencilerin ters yüz öğrenme modeline [TYÖM] ilişkin görüşlerinin incelenmesini amaçlamaktadır. Çalışmada nitel araştırma yöntemi kullanılarak durum çalışması deseni seçilmiştir. Araştırma, 11. sınıf öğrencilerinden oluşan bir örneklem grubuyla gerçekleştirilmiştir ve amaçlı örnekleme yöntemi ile çalışma grubunun seçimi yapılmıştır. Veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Formda, TYÖM’nin öğretim sürecindeki etkileri, sağladığı yararlar, teknolojik faydalar, öğrencilerin kimya dersindeki başarılarına etkisi, mevcut öğrenme yöntemleriyle karşılaştırılması ve modelin kimya öğretiminde kullanımına yönelik görüşleri içeren 15 soru bulunmaktadır. Elde edilen veriler içerik analizi yöntemiyle analiz edilmiştir. İçerik analizinde, her tema, katılımcıların görüşleriyle desteklenerek detaylı bir şekilde açıklanmıştır. Bulgular, öğrencilerin TYÖM’ye yönelik görüşlerinin olumlu yönde değiştiğini ve modelin uygulandığı kimyasal tepkimelerde hız konusuna dair algılarının da olumlu yönde etkilendiğini göstermektedir. Çalışmanın sonuçları, TYÖM’nin kimya derslerinde uygulanmasının, öğrencilerin dersle ilgili tutumlarını ve başarılarını arttırmada etkili bir yöntem olduğunu ortaya koymaktadır. Bu bulgular, TYÖM’nin öğrenci merkezli bir yaklaşım olarak, öğrencilerin derse olan ilgilerini ve başarısını artırmada etkili olduğunu göstermektedir. Araştırma, modelin kimya öğretiminde yaygınlaştırılması gerektiğine dair öneriler sunmaktadır.

Keywords

Kimya eğitimi , ters yüz öğrenme modeli , öğrenci görüşü

Ethical Statement

Bu çalışmada "Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi" kapsamında uyulması gerektiği belirtilen tüm kurallara uyulmuştur. Yönergenin ikinci bölümü olan "Bilimsel Araştırma ve Yayın Etiğine Aykırı Eylemler" başlığı altında belirtilen eylemlerin hiçbiri gerçekleştirilmemiştir.

A Study on Students’ Opinions Regarding the Inverted Learning Model in Chemistry Lessons

Abstract

This study aims to examine students’ views on the flipped learning model [FLM] İn chemistry teaching using an experiential learning approach. The study employs a qualitative research method, and a case study design has been selected. The research was conducted with a sample group consisting of 11th grade students, and the selection of the study group was made by using purposeful sampling. A semi-structured interview form was used as the data collection tool. The form includes 15 questions regarding the effects of the FLM on the teaching process, its benefits, technological advantages, its impact on students’ success in chemistry, a comparison with existing learning methods and opinions on the use of the model in chemistry instruction. The collected data were analyzed by using content analysis method. In the content analysis, each theme was explained in detail by the participants’ views which were supported. The findings indicate that students’ views on the FLM changed positively and their perceptions of the speed in chemical reactions, when the model was applied, were also positively affected. The results of the study reveal that the application of the FLM in chemistry lessons is an effective method for increasing students’ attitudes and achievements in the subject. These findings suggest that the FLM, as a student-centered approach, is effective in enhancing students’ interest in and success in the subject. The research offers recommendations for the widespread implementation of the model in chemistry instruction.

Keywords

Chemistry education , flipped learning model , student opinion

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