Research Article
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Year 2020, , 143 - 159, 01.10.2020
https://doi.org/10.17718/tojde.803390

Abstract

References

  • Arslan, M. (2007). Egitimde yapilandirmaci yaklasimlar. [Constructivist approaches in education]. Ankara University Journal of Faculty of Educational Sciences, 40(1), 41-61.
  • Ary, D., Jacobs, L. C., Sorensen, C. and Razavieh, A. (2010). Introduction to research in education. Wadsworth: Cengage Learning.
  • Ata, B. (2006). Sosyal bilgiler egitiminde yansitici sorusturma gelenegi ve olusturmacilik yaklasimi. [The tradition of reflective inquiry in Social Studies and constructivist approach]. Egitimde Cagdas Yonelimler III: Yapilandirmacilik ve Egitimde Yansimalari Sempozyumu. Izmir: Ozel Tevfik Fikret Okullari.
  • Barr, R., Barth, J. L. and Shermis, S. S. (2013). Sosyal bilgilerin dogasi. [The nature of the Social Studies]. C. Donmez (Cev.). Ankara: Pegem Akademi.
  • Bergmann, J. and Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC: International Society for Technology in Education. Boyer, A. (2013). The flipped classroom. Teacher Learning Network Journal, 20(1), 28-29.
  • Buyukozturk, S. (2019). Sosyal bilimler icin veri analizi el kitabi. [Handbook of the data analysis for social sciences]. Ankara: Pegem Akademi.
  • Cabi, E. (2018). The impact of the flipped classroom model on students’ academic achievement. International Review of Research in Open and Distributed Learning, 19(3), 202-221.
  • Carlisle, C. S. (2018). How the flipped classroom impacts students’ math achievement. (Doctoral Dissertation). Nashville: Trevecca Nazarene University. Available from ProQuest Dissertations & Theses Global. (2065145464).
  • Cashin, M. (2016). The effect of flipped classrooms on elementary students’ reading scores. (Doctoral Dissertation). Arizona: Northcentral Universit

THE EFFECT OF FLIPPED CLASSROOM PRACTICES ON STUDENTS’ ACADEMIC ACHIEVEMENT AND RESPONSIBILITY LEVELS IN SOCIAL STUDIES COURSE

Year 2020, , 143 - 159, 01.10.2020
https://doi.org/10.17718/tojde.803390

Abstract

One of the main objectives of the Social Studies course is to raise individuals with a high level of responsibility. In this direction, many responsibilities are given to the students with the flipped classroom practices known as the replacement of the homework process at home with the theoretical knowledge process in the classroom and increase their academic success. The aim of this study is to investigate the effect of flipped classroom practices on students’ academic achievement and responsibility levels in 5th-grade Social Studies course. The research was carried out according to the embedded experimental design which is one of the mixed-method designs. The study group consists of 5th-grade students studying in the 2018-2019 academic year in two different classes designated as experimental and control groups of a public secondary school in the middle socioeconomic level and Social Studies teacher of these classes. The data were obtained with the Student Responsibility Scale, academic achievement test and semi-structured interviews. As a result of the research, it was found that flipped classroom practices significantly increased the academic achievement and responsibility levels of the students in the experimental group. Teachers and students emphasized that e-learning videos had a significant effect on the increase in achievement and responsibility level. It is suggested that the flipped classroom practice can be used to imrove students’ responsibility and academic achievement levels.

References

  • Arslan, M. (2007). Egitimde yapilandirmaci yaklasimlar. [Constructivist approaches in education]. Ankara University Journal of Faculty of Educational Sciences, 40(1), 41-61.
  • Ary, D., Jacobs, L. C., Sorensen, C. and Razavieh, A. (2010). Introduction to research in education. Wadsworth: Cengage Learning.
  • Ata, B. (2006). Sosyal bilgiler egitiminde yansitici sorusturma gelenegi ve olusturmacilik yaklasimi. [The tradition of reflective inquiry in Social Studies and constructivist approach]. Egitimde Cagdas Yonelimler III: Yapilandirmacilik ve Egitimde Yansimalari Sempozyumu. Izmir: Ozel Tevfik Fikret Okullari.
  • Barr, R., Barth, J. L. and Shermis, S. S. (2013). Sosyal bilgilerin dogasi. [The nature of the Social Studies]. C. Donmez (Cev.). Ankara: Pegem Akademi.
  • Bergmann, J. and Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC: International Society for Technology in Education. Boyer, A. (2013). The flipped classroom. Teacher Learning Network Journal, 20(1), 28-29.
  • Buyukozturk, S. (2019). Sosyal bilimler icin veri analizi el kitabi. [Handbook of the data analysis for social sciences]. Ankara: Pegem Akademi.
  • Cabi, E. (2018). The impact of the flipped classroom model on students’ academic achievement. International Review of Research in Open and Distributed Learning, 19(3), 202-221.
  • Carlisle, C. S. (2018). How the flipped classroom impacts students’ math achievement. (Doctoral Dissertation). Nashville: Trevecca Nazarene University. Available from ProQuest Dissertations & Theses Global. (2065145464).
  • Cashin, M. (2016). The effect of flipped classrooms on elementary students’ reading scores. (Doctoral Dissertation). Arizona: Northcentral Universit
There are 9 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Sercan Bursa This is me 0000-0001-6976-3581

Tuba Cengelcı Kose This is me 0000-0002-9193-4313

Publication Date October 1, 2020
Submission Date December 16, 2019
Published in Issue Year 2020

Cite

APA Bursa, S., & Cengelcı Kose, T. (2020). THE EFFECT OF FLIPPED CLASSROOM PRACTICES ON STUDENTS’ ACADEMIC ACHIEVEMENT AND RESPONSIBILITY LEVELS IN SOCIAL STUDIES COURSE. Turkish Online Journal of Distance Education, 21(4), 143-159. https://doi.org/10.17718/tojde.803390