Research Article
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Year 2023, Volume: 5 Issue: 2, 524 - 537, 28.12.2023
https://doi.org/10.51535/tell.1350501

Abstract

References

  • Acar, Z. (2022). Pandemi dönemi uzaktan eğitim sürecinde ters yüz öğrenme modeli ile matematik öğretimi, (Unpublished master’s thesis), Tokat Gaziosmanpaşa University.
  • Ahmed, A. A. A. (2017). An Adaptive Educational Model for Flipped Classroom, (Unpublished master’s thesis), Atılım Üniversitesi.
  • Akman, B. (2002). Okulöncesi dönemde matematik. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23(23), 244-248.
  • Aksu, M., Demir, C. E., & Sümer, Z. H. (2002). Öğrencilerin matematik hakkındaki inançları: Betimsel bir çalışma. Eğitim ve Bilim, 27(123), 72-77.
  • Alsancak Sırakaya, D. (2017). Student views on gamified flipped classroom model. Ondokuz Mayis University Journal of Faculty of Education, 36(1), 114-132. https://doi.org/10.7822/omuefd.327393
  • Aykaç, M. & Köğce, D. (2021). Eğitsel oyunlar ile matematik öğretimi. Pegem.
  • Barab, S. A., Sadler, T. D., Heiselt, C., Hickey, D., & Zuiker, S. (2007). Relating narrative, inquiry, and inscriptions: Supporting consequential play. Journal of Science Education and Technology, 16(1), 59–82. https://doi.org/10.1007/s10956-006-9033-3
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. ISTE.
  • Bhagat, K. K., Wu, L. Y., & Chang, C. Y. (2016). Development and validation of the perception of students towards online learning (POSTOL). Educational Technology & Society, 19 (1), 350–359. https://www.jstor.org/stable/jeductechsoci.19.1.350
  • Bolat, Y. (2016). The flipped classes and education information network (EIN). Journal of Human Sceiences, 13(2), 3373-3388. https://doi.org/10.14687/jhs.v13i2.3952
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem.
  • Chang, K. E., Wu, L. J., Weng, S. E., & Sung, Y.T. (2012). Embedding game-based problem-solving phase into problemposing system for mathematics learning. Computers & Education, 58(2), 775–786. https://doi.org/10.1016/j.compedu.2011.10.002
  • Choi JF. (2016). Gamification in Smart Learning Design to Enhance Speaking Skills for EFL Young Learners. Journal of Korea Game Society, 16(3), 7-16. http://dx.doi.org/10.7583/JKGS.16.3.7.
  • Choi J. F. & Choi, J. (2021). Development of gamıfıcatıon model for flipped learning, International Journal of Crisis & Safety, 6(2) 68-79. https://doi.org/10.22471/crisis.2021.6.2.68.
  • Creswell, J. (2016). Research in Education: Design, Conduct and Evaluation of Quantitative and Qualitative Research. Athens.
  • Çangır, M. (2008). İlköğretim din kültürü ve ahlak bilgisi derslerinde eğitsel oyun yönteminin uygulanma durumu (Tuzla örneği). (Unpublished master’s thesis), Yeditepe University.
  • Çukurbaşı, B. (2016). Ters yüz edilmiş sınıf modeli ve lego-logo uygulamaları ile desteklenmiş probleme dayalı öğretim uygulamalarının lise öğrencilerinin başarı ve motivasyonlarına etkisi. (Unpublished doctoral thesis). Sakarya University.
  • Dere, İ. & Akkaya, A. C. (2022). Distance social studies courses in the pandemic period with the experiences of teachers, Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 51(2), 1172-1206. https://doi.org/10.14812/cufej.1035594
  • Durmaz, B., & Alkış Küçükaydın, M. (2021). Matematik eğitiminde oyun entegreli ters yüz sınıf uygulaması, (Ed. Taştepe, M. & Can Aksoy, M.). Oyun ve Matematik Eğitimi, Nobel.
  • Ekici, M. (2021). A systematic review of the use of gamification in flipped learning. Education and Information Technologies, 26, 3327-3346. https://doi.org/10.1007/s10639-020-10394-y
  • Ekmekçi, E. (2017). The flipped writing classroom in Turkish EFL context: A comparative study on a new model. Turkish Online Journal of Distance Education, 18(2), 151-167.
  • Ersoy, E. & Öksüz, C. (2015). Primary school mathematics motivation scale, European Scientific Journal June 2015 edition, 11(16),1857 – 7881.
  • Ford, P. (2015). Flipping a math content course for pre-service elementary school teachers. PRIMUS, 25(4), 369-380. https://doi.org/10.1080/10511970.2014.981902
  • Gee, J. P. (2007). What video games have to teach us about learning and literacy. Palgrave MacMillan.
  • Gökdaş, I. & Gürsoy, S. (2018). İlkokullarda dönüştürülmüş sınıf modelinin matematik dersindeki akademik başarı ve motivasyona etkisi. Akdeniz Eğitim Araştırmaları Dergisi, 12(26), 159-174. https://doi.org/10.29329/mjer.2018.172.9
  • Howell, D. (2013). Effects of an inverted ınstructional delivery model on achievement of ninth-grade physical science honors students. (Unpublished doctoral thesis, Gardner-Webb University), Erişim adresi: https://digitalcommons.gardnerwebb.edu/cgi/viewcontent.cgi?article=1034&context=education_etd
  • Hung, C.-Y., Kuo, F.-O., Sun, J. C.-Y., & Yu, P.-T. (2014). An interactive game approach for improving students’ learning performance in multi-touch game-based learning. IEEE Transactions on Learning Technologies, 7(1), 31–37. https://doi.org/10.1109/Tlt.2013.2294806
  • Ichinose, C. & Clinkenbeard, J. (2016). Flipping college algebra: effects on student engagement and achievement, Learning Assistance Review, 21(1), 115-129
  • Ketelhut, D. J., & Schifter, C. C. (2011). Teachers and game-based learning: Improving understanding of how to increase efficacy of adoption. Computers & Education, 56(2), 539–546. https://doi.org/10.1016/j.compedu.2010.10.002
  • Kim, S., Song, K., Lockee, B., & Burton, J. (2018). Gamification in Learning and Education. Springer.
  • Li, C. T., Hou, H. T., Li, M. C., & Kuo, C. C. (2022). Comparison of mini-game-based flipped classroom and video-based flipped classroom: An analysis of learning performance. Flow and concentration on discussion. The Asia-Pacific Education Researcher, 31(3), 321–332. https://doi.org/10.1007/s40299-021-00573-x
  • Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(1), 1-22. https://doi.org/ 10.1186/s41039-016-0044-2.
  • Manzano-León, A., Camacho-Lazarraga, P., Guerrero, M. A., Guerrero-Puerta, L., Aguilar-Parra, J. M., Trigueros, R. & Alias, A. (2021). Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education, Sustainability, 13(2247), 1-14. https://doi.org/10.3390/su13042247
  • McBride, C. (2015). Flipping advice for beginners: What I learned flipping undergraduate mathematics and statistics classes. PRIMUS, 25(8), 694–712. http://dx.doi.org/10.1080/10511970.2015.1031300
  • Ogden, L. & Shambaugh, N. (2016). The Continuous and Systematic Study of the College Algebra Flipped Classroom. In J. Keengwe & G. Onchwari (Eds.), Handbook of Research on Active Learning and the Flipped Model Classroom in the Digital Age (41-71). Information Science Reference
  • Ök, S. (2019). Ters yüz öğrenme ortamlarında öğrencilerin akademik başarılarının ve öz-düzenleyici öğrenme becerilerinin araştırılması (Unpublished master’s thesis). Balıkesir University.
  • Özler, A. (2020). Tersyüz sınıf modeli ile desteklenmiş tam öğrenme yaklaşımının matematik dersindeki akademik başarıya ve öz düzenleme becerilerine etkisi, (Unpublished master’s thesis), Aydın Adnan Menderes University.
  • Palmer, D. (2005). A motivational view of constructivist-ınformed teaching. International Journal of Science Education. 27(15), 1853-1881. http://dx.doi.org/10.1080/09500690500339654
  • Pawelczak, D. (2017, June). Comparison of traditional lecture and flipped classroom for teaching programming. In Proceedings of the 3rd International Conference on Higher Education Advances (pp. 391-398). Editorial Universitat Politècnica de València.
  • Sa´nchez, J., & Olivares, R. (2011). Problem solving and collaboration using mobile serious games. Computers and Education, 57(3), 1943–1952. https://doi.org/10.1016/j.compedu.2011.04.012
  • Sergis, S., Sampson, D. G. & Pelliccione, L. (2018). Investigating the impact of flipped classroom on students’ learning experiences: A self-determination theory approach. Computers in Human Behavior, 78, 368-378. https://doi.org/10.1016/j.chb.2017.08.011
  • Sezgin Memnun D. ve Akaya R. (2010). İlköğretim yedinci sınıf öğrencilerinin matematik dersi hakkındaki düşünceleri. Kuramsal Eğitimbilim, 3(2), 100-117. http://dergipark.gov.tr/download/article-file/304143
  • Squire, K., & Jan, M. (2007). Mad city mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers. Journal of Science Education and Technology, 16(1), 5–29. https://doi.org/10.1007/s10956-006-9037-z
  • Strayer, J. (2007). The effects of the classroom flip on the learning environment: A comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system. (Unpublished doctoral thesis) The Ohio State University. https://etd.ohiolink.edu/!etd.send_file?accession=osu1189523914&disposition=inline
  • Tan-Şişman, G. & Aksu, M. (2009). Yedinci sınıf öğrencilerinin alan ve çevre konularındaki başarıları. İlköğretim Online, 8(1), 243-253. https://dergipark.org.tr/tr/pub/ilkonline/issue/8599/107065
  • Tan-Şişman, G. & Aksu, M. (2012). The length measurement in the Turkish mathematics curriculum: Its potential to contribute to students’ learning. International Journal of Science and Mathematics Education, 10, 363-385. https://doi.org/10.1007/s10763-011-9304-1
  • Tao, S. Y., Huang, Y. H. & Tsai, M. J. (2016). Applying the flipped classroom with game-based learning in elementary school students’ english learning, 2016 International Conference on Educational Innovation through Technology https://doi.org/1109/EITT.2016.19
  • Tsai, F.-H., Yu, K.-C., & Hsiao, H.-S. (2012). Exploring the Factors Influencing Learning Effectiveness in Digital Game-based Learning. Educational Technology & Society, 15 (3), 240–250.
  • Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012). İlkokul ve ortaokul matematiği (S. Durmuş, Trans.). Nobel Akademik Yayıncılık.
  • Yaylak, E. (2021). Google classroom ile ters yüz edilmiş (flipped) öğretmen eğitimi. Journal of Innovative Research in Teacher Education, 2(1), 1-24. doi: 10.29329/jirte.2021.342.1
  • Yıldız, E., Şimşek, Ü. & Ağdaş, H. (2017). Eğitsel oyun entegre edilmiş işbirlikli öğrenme modelinin öğrencilerin fen öğretimi motivasyonları ve sosyal becerileri üzerine etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 18(2), 37-54. https://dergipark.org.tr/en/pub/kefad/issue/59416/853275
  • Yorgancı, S. (2020). A flipped learning approach to improving students’ learning performance in mathematics courses. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED), 14 (1), 348-371. https://doi.org/10.17522/balikesirnef.657197

The Effect of Game Integrated Flipped Classroom Application on Primary School 3rd Grade Students

Year 2023, Volume: 5 Issue: 2, 524 - 537, 28.12.2023
https://doi.org/10.51535/tell.1350501

Abstract

The aim of this study is to examine the effect of the game-integrated flipped classroom application on the mathematics beliefs and motivations of primary school 3rd grade students about length measurement, which is one of the mathematics lesson measurement learning areas. In the study, quasi-experimental design with pretest-posttest group was used. For this purpose, two 3rd graders, one experimental and one control geubu, were determined by random sampling method from public primary schools in Aydın province Efeler district. In the experimental group, the lessons were taught with a game-integrated flipped classroom application; In the control group, the lessons were taught within the scope of the current curriculum. As data collection tools, the 3-point Likert-type “Primary School Mathematics Motivation Scale” and Aksu, developed by Ersoy and Öksüz (2015), The 5-point Likert-type “Beliefs about Mathematics Scale” developed by Demir and Sümer (2002) was used. Since the data obtained from the scales did not show normal distribution, Wilcoxon signed-rank test was used for intragroup comparisons and Mann-Whitney U test was used for intergroup comparisons. According to the results obtained, it was concluded that there was a significant difference in favor of the experimental group in the comparison of the post-test scores of the experimental group and control group students. This shows that the game-integrated flipped classroom application has a positive effect on students' motivation and mathematics belief levels. Considering the positive effect on students' motivation and belief levels, the game-integrated flipped learning approach can be applied to other mathematics subjects as well. Since the data obtained from the scales did not show normal distribution, Wilcoxon signed-rank test was used for intragroup comparisons and Mann-Whitney U test was used for intergroup comparisons. According to the results obtained, it was concluded that there was a significant difference in favor of the experimental group in the comparison of the post-test scores of the experimental group and control group students. This shows that the game-integrated flipped classroom application has a positive effect on students' motivation and mathematics belief levels. Considering the positive effect on students' motivation and belief levels, the game-integrated flipped learning approach can be applied to other mathematics subjects as well. Since the data obtained from the scales did not show normal distribution, Wilcoxon signed-rank test was used for intragroup comparisons and Mann-Whitney U test was used for intergroup comparisons. According to the results obtained, it was concluded that there was a significant difference in favor of the experimental group in the comparison of the post-test scores of the experimental group and control group students. This shows that the game-integrated flipped classroom application has a positive effect on students' motivation and mathematics belief levels. Considering the positive effect on students' motivation and belief levels, the game-integrated flipped learning approach can be applied to other mathematics subjects as well. According to the results obtained, it was concluded that there was a significant difference in favor of the experimental group in the comparison of the post-test scores of the experimental group and control group students. This shows that the game-integrated flipped classroom application has a positive effect on students' motivation and mathematics belief levels. Considering the positive effect on students' motivation and belief levels, the game-integrated flipped learning approach can be applied to other mathematics subjects as well. According to the results obtained, it was concluded that there was a significant difference in favor of the experimental group in the comparison of the post-test scores of the experimental group and control group students. This shows that the game-integrated flipped classroom application has a positive effect on students' motivation and mathematics belief levels. Considering the positive effect on students' motivation and belief levels, the game-integrated flipped learning approach can be applied to other mathematics subjects as well.

References

  • Acar, Z. (2022). Pandemi dönemi uzaktan eğitim sürecinde ters yüz öğrenme modeli ile matematik öğretimi, (Unpublished master’s thesis), Tokat Gaziosmanpaşa University.
  • Ahmed, A. A. A. (2017). An Adaptive Educational Model for Flipped Classroom, (Unpublished master’s thesis), Atılım Üniversitesi.
  • Akman, B. (2002). Okulöncesi dönemde matematik. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23(23), 244-248.
  • Aksu, M., Demir, C. E., & Sümer, Z. H. (2002). Öğrencilerin matematik hakkındaki inançları: Betimsel bir çalışma. Eğitim ve Bilim, 27(123), 72-77.
  • Alsancak Sırakaya, D. (2017). Student views on gamified flipped classroom model. Ondokuz Mayis University Journal of Faculty of Education, 36(1), 114-132. https://doi.org/10.7822/omuefd.327393
  • Aykaç, M. & Köğce, D. (2021). Eğitsel oyunlar ile matematik öğretimi. Pegem.
  • Barab, S. A., Sadler, T. D., Heiselt, C., Hickey, D., & Zuiker, S. (2007). Relating narrative, inquiry, and inscriptions: Supporting consequential play. Journal of Science Education and Technology, 16(1), 59–82. https://doi.org/10.1007/s10956-006-9033-3
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. ISTE.
  • Bhagat, K. K., Wu, L. Y., & Chang, C. Y. (2016). Development and validation of the perception of students towards online learning (POSTOL). Educational Technology & Society, 19 (1), 350–359. https://www.jstor.org/stable/jeductechsoci.19.1.350
  • Bolat, Y. (2016). The flipped classes and education information network (EIN). Journal of Human Sceiences, 13(2), 3373-3388. https://doi.org/10.14687/jhs.v13i2.3952
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem.
  • Chang, K. E., Wu, L. J., Weng, S. E., & Sung, Y.T. (2012). Embedding game-based problem-solving phase into problemposing system for mathematics learning. Computers & Education, 58(2), 775–786. https://doi.org/10.1016/j.compedu.2011.10.002
  • Choi JF. (2016). Gamification in Smart Learning Design to Enhance Speaking Skills for EFL Young Learners. Journal of Korea Game Society, 16(3), 7-16. http://dx.doi.org/10.7583/JKGS.16.3.7.
  • Choi J. F. & Choi, J. (2021). Development of gamıfıcatıon model for flipped learning, International Journal of Crisis & Safety, 6(2) 68-79. https://doi.org/10.22471/crisis.2021.6.2.68.
  • Creswell, J. (2016). Research in Education: Design, Conduct and Evaluation of Quantitative and Qualitative Research. Athens.
  • Çangır, M. (2008). İlköğretim din kültürü ve ahlak bilgisi derslerinde eğitsel oyun yönteminin uygulanma durumu (Tuzla örneği). (Unpublished master’s thesis), Yeditepe University.
  • Çukurbaşı, B. (2016). Ters yüz edilmiş sınıf modeli ve lego-logo uygulamaları ile desteklenmiş probleme dayalı öğretim uygulamalarının lise öğrencilerinin başarı ve motivasyonlarına etkisi. (Unpublished doctoral thesis). Sakarya University.
  • Dere, İ. & Akkaya, A. C. (2022). Distance social studies courses in the pandemic period with the experiences of teachers, Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 51(2), 1172-1206. https://doi.org/10.14812/cufej.1035594
  • Durmaz, B., & Alkış Küçükaydın, M. (2021). Matematik eğitiminde oyun entegreli ters yüz sınıf uygulaması, (Ed. Taştepe, M. & Can Aksoy, M.). Oyun ve Matematik Eğitimi, Nobel.
  • Ekici, M. (2021). A systematic review of the use of gamification in flipped learning. Education and Information Technologies, 26, 3327-3346. https://doi.org/10.1007/s10639-020-10394-y
  • Ekmekçi, E. (2017). The flipped writing classroom in Turkish EFL context: A comparative study on a new model. Turkish Online Journal of Distance Education, 18(2), 151-167.
  • Ersoy, E. & Öksüz, C. (2015). Primary school mathematics motivation scale, European Scientific Journal June 2015 edition, 11(16),1857 – 7881.
  • Ford, P. (2015). Flipping a math content course for pre-service elementary school teachers. PRIMUS, 25(4), 369-380. https://doi.org/10.1080/10511970.2014.981902
  • Gee, J. P. (2007). What video games have to teach us about learning and literacy. Palgrave MacMillan.
  • Gökdaş, I. & Gürsoy, S. (2018). İlkokullarda dönüştürülmüş sınıf modelinin matematik dersindeki akademik başarı ve motivasyona etkisi. Akdeniz Eğitim Araştırmaları Dergisi, 12(26), 159-174. https://doi.org/10.29329/mjer.2018.172.9
  • Howell, D. (2013). Effects of an inverted ınstructional delivery model on achievement of ninth-grade physical science honors students. (Unpublished doctoral thesis, Gardner-Webb University), Erişim adresi: https://digitalcommons.gardnerwebb.edu/cgi/viewcontent.cgi?article=1034&context=education_etd
  • Hung, C.-Y., Kuo, F.-O., Sun, J. C.-Y., & Yu, P.-T. (2014). An interactive game approach for improving students’ learning performance in multi-touch game-based learning. IEEE Transactions on Learning Technologies, 7(1), 31–37. https://doi.org/10.1109/Tlt.2013.2294806
  • Ichinose, C. & Clinkenbeard, J. (2016). Flipping college algebra: effects on student engagement and achievement, Learning Assistance Review, 21(1), 115-129
  • Ketelhut, D. J., & Schifter, C. C. (2011). Teachers and game-based learning: Improving understanding of how to increase efficacy of adoption. Computers & Education, 56(2), 539–546. https://doi.org/10.1016/j.compedu.2010.10.002
  • Kim, S., Song, K., Lockee, B., & Burton, J. (2018). Gamification in Learning and Education. Springer.
  • Li, C. T., Hou, H. T., Li, M. C., & Kuo, C. C. (2022). Comparison of mini-game-based flipped classroom and video-based flipped classroom: An analysis of learning performance. Flow and concentration on discussion. The Asia-Pacific Education Researcher, 31(3), 321–332. https://doi.org/10.1007/s40299-021-00573-x
  • Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(1), 1-22. https://doi.org/ 10.1186/s41039-016-0044-2.
  • Manzano-León, A., Camacho-Lazarraga, P., Guerrero, M. A., Guerrero-Puerta, L., Aguilar-Parra, J. M., Trigueros, R. & Alias, A. (2021). Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education, Sustainability, 13(2247), 1-14. https://doi.org/10.3390/su13042247
  • McBride, C. (2015). Flipping advice for beginners: What I learned flipping undergraduate mathematics and statistics classes. PRIMUS, 25(8), 694–712. http://dx.doi.org/10.1080/10511970.2015.1031300
  • Ogden, L. & Shambaugh, N. (2016). The Continuous and Systematic Study of the College Algebra Flipped Classroom. In J. Keengwe & G. Onchwari (Eds.), Handbook of Research on Active Learning and the Flipped Model Classroom in the Digital Age (41-71). Information Science Reference
  • Ök, S. (2019). Ters yüz öğrenme ortamlarında öğrencilerin akademik başarılarının ve öz-düzenleyici öğrenme becerilerinin araştırılması (Unpublished master’s thesis). Balıkesir University.
  • Özler, A. (2020). Tersyüz sınıf modeli ile desteklenmiş tam öğrenme yaklaşımının matematik dersindeki akademik başarıya ve öz düzenleme becerilerine etkisi, (Unpublished master’s thesis), Aydın Adnan Menderes University.
  • Palmer, D. (2005). A motivational view of constructivist-ınformed teaching. International Journal of Science Education. 27(15), 1853-1881. http://dx.doi.org/10.1080/09500690500339654
  • Pawelczak, D. (2017, June). Comparison of traditional lecture and flipped classroom for teaching programming. In Proceedings of the 3rd International Conference on Higher Education Advances (pp. 391-398). Editorial Universitat Politècnica de València.
  • Sa´nchez, J., & Olivares, R. (2011). Problem solving and collaboration using mobile serious games. Computers and Education, 57(3), 1943–1952. https://doi.org/10.1016/j.compedu.2011.04.012
  • Sergis, S., Sampson, D. G. & Pelliccione, L. (2018). Investigating the impact of flipped classroom on students’ learning experiences: A self-determination theory approach. Computers in Human Behavior, 78, 368-378. https://doi.org/10.1016/j.chb.2017.08.011
  • Sezgin Memnun D. ve Akaya R. (2010). İlköğretim yedinci sınıf öğrencilerinin matematik dersi hakkındaki düşünceleri. Kuramsal Eğitimbilim, 3(2), 100-117. http://dergipark.gov.tr/download/article-file/304143
  • Squire, K., & Jan, M. (2007). Mad city mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers. Journal of Science Education and Technology, 16(1), 5–29. https://doi.org/10.1007/s10956-006-9037-z
  • Strayer, J. (2007). The effects of the classroom flip on the learning environment: A comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system. (Unpublished doctoral thesis) The Ohio State University. https://etd.ohiolink.edu/!etd.send_file?accession=osu1189523914&disposition=inline
  • Tan-Şişman, G. & Aksu, M. (2009). Yedinci sınıf öğrencilerinin alan ve çevre konularındaki başarıları. İlköğretim Online, 8(1), 243-253. https://dergipark.org.tr/tr/pub/ilkonline/issue/8599/107065
  • Tan-Şişman, G. & Aksu, M. (2012). The length measurement in the Turkish mathematics curriculum: Its potential to contribute to students’ learning. International Journal of Science and Mathematics Education, 10, 363-385. https://doi.org/10.1007/s10763-011-9304-1
  • Tao, S. Y., Huang, Y. H. & Tsai, M. J. (2016). Applying the flipped classroom with game-based learning in elementary school students’ english learning, 2016 International Conference on Educational Innovation through Technology https://doi.org/1109/EITT.2016.19
  • Tsai, F.-H., Yu, K.-C., & Hsiao, H.-S. (2012). Exploring the Factors Influencing Learning Effectiveness in Digital Game-based Learning. Educational Technology & Society, 15 (3), 240–250.
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There are 52 citations in total.

Details

Primary Language English
Subjects Other Fields of Education (Other)
Journal Section Research Articles
Authors

Galip Genç 0000-0003-2447-4844

Zülal Ela Aydın This is me 0009-0005-7154-670X

Early Pub Date October 22, 2023
Publication Date December 28, 2023
Acceptance Date October 12, 2023
Published in Issue Year 2023 Volume: 5 Issue: 2

Cite

APA Genç, G., & Aydın, Z. E. (2023). The Effect of Game Integrated Flipped Classroom Application on Primary School 3rd Grade Students. Journal of Teacher Education and Lifelong Learning, 5(2), 524-537. https://doi.org/10.51535/tell.1350501

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