Research Article
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Year 2021, Volume 22, Issue 4, 183 - 211, 01.10.2021
https://doi.org/10.17718/tojde.1002856

Abstract

References

  • Acar, T. (2012). Turkiye’nin PISA 2009 sonuclarina gore OECD’ye uye ve aday ulkeler arasindaki yeri. Kuram ve Uygulamada Egitim Bilimleri, 12(4), 2561-2572.
  • Acat, M. B. (2005) Ogrenci merkezli egitimde ogrenme ortami boyutlarinin duzenlenmesi. V. Uluslararasi Egitim Teknolojileri Sempozyumu, Sakarya: Sakarya Universitesi.
  • Ahmad, S. Z. (2016). The flipped classroom model to develop Egyptian EFL students’ listening comprehension. English Language Teaching, 9(9), 166–178.
  • Akandere, M. (2013). Egitici okul oyunlari. Ankara: Nobel.
  • Akar Vural, R. & Somers, J. W. (2011). Humanist ilkogretim programlari icin ilkogretimde drama: Kuram ve uygulama. Ankara: Pegem.

IMPLEMENTING FLIPPED CLASSROOM MODEL IN DEVELOPING BASIC LANGUAGE ARTS OF THE FOURTH GRADE STUDENTS

Year 2021, Volume 22, Issue 4, 183 - 211, 01.10.2021
https://doi.org/10.17718/tojde.1002856

Abstract

This study aims to examine the role of the Flipped Classroom Model (FCM) in the development of the basic language skills of 4th grade students in Turkish language lesson. In this respect, in the 4th grade Turkish language lesson in which the FCM was used, the views of fourth-grade students, their teachers, and parents related to the circumstances and process occurred during the implementation of the FCM in improving the basic language skills of students were investigated. The study was designed in the action research. The study was conducted with thirteen activities in the fourth grade Turkish language lesson and lasted nine weeks and 45 course hours. Data were collected from observations, interviews, documents, action plans, learning materials and validation committee meeting decisions. According to results the activities carried out during the implementation contributed to the development of language skills of the students. It was also seemed that students’ various cognitive, affective, psychomotor and social skills developed, that improvements happened in terms of classroom management, and that behavioral problems which affect the implementation process decreased. In addition, students, their teachers and parents were observed to have positive opinions regarding the FCM and the implementation process.

References

  • Acar, T. (2012). Turkiye’nin PISA 2009 sonuclarina gore OECD’ye uye ve aday ulkeler arasindaki yeri. Kuram ve Uygulamada Egitim Bilimleri, 12(4), 2561-2572.
  • Acat, M. B. (2005) Ogrenci merkezli egitimde ogrenme ortami boyutlarinin duzenlenmesi. V. Uluslararasi Egitim Teknolojileri Sempozyumu, Sakarya: Sakarya Universitesi.
  • Ahmad, S. Z. (2016). The flipped classroom model to develop Egyptian EFL students’ listening comprehension. English Language Teaching, 9(9), 166–178.
  • Akandere, M. (2013). Egitici okul oyunlari. Ankara: Nobel.
  • Akar Vural, R. & Somers, J. W. (2011). Humanist ilkogretim programlari icin ilkogretimde drama: Kuram ve uygulama. Ankara: Pegem.

Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Mehmet Fatih KAYA This is me (Primary Author)
USAK UNIVERSITY
0000-0001-8494-8429
Türkiye

Publication Date October 1, 2021
Application Date November 22, 2020
Acceptance Date
Published in Issue Year 2021, Volume 22, Issue 4

Cite

APA Kaya, M. F. (2021). IMPLEMENTING FLIPPED CLASSROOM MODEL IN DEVELOPING BASIC LANGUAGE ARTS OF THE FOURTH GRADE STUDENTS . Turkish Online Journal of Distance Education , 22 (4) , 183-211 . DOI: 10.17718/tojde.1002856