AN ANALYTICAL STUDY RELATED LEARNING WITH FLIPPED CLASSROOMS MODEL

Yıl 2017, Cilt: 14 Sayı: 38, 1 - 11, 28.07.2017

Okan Sarıgöz

Öz

The Flipped Classroom Model is a student-centered
learning model in which students effectively assimilate subjects in the
classroom, where they often perform their learning out of school with materials
such as narrative, film, presentation, or video. The purpose of this study is
to examine the effect of the Flipped Classroom Model on the academic success of
prospective teachers.   Experimental
pattern model with pretest-posttest control group was used in the study. One
experimental and the other control group were determined for the study. The
study group of the investigation is the second grade students who study at the
Department of Elementary Teacher Education in Mustafa Kemal University Faculty
of Education in 2016-2017 academic years. The study continued 6 weeks. An
achievement test was developed previously by the researcher and the developed achievement
test was applied twice to the groups as pretest and posttest for the study. The
Cronbach Alpha coefficient, which is the coefficient of validity and
reliability of the achievement test was calculated and it was determined as 0.83.
As a result of the research, as a result of the research, the academic achievement of all
the students who are studying according to both the traditional education
system and the Flipped classroom model increased. However, the academic achievement of the
students who are studying according to Flipped classroom
model  increased more than the academic achievement of students
who are studying according to the traditional education system.

Anahtar Kelimeler

Inverted Classroom Model, Flipped Classroom Model, Transformed Learning Model, Inverse Learning Model

Kaynakça

• Abeysekera, L. & Dawson, P. (2014). Motivation and cognitive load in the Flipped Classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. Akkoyunlu, B. & Gündüz, A. Y. (2015). Dönüştürülmüş (Flipped) sınıflar uygulaması: Bir ders örneği. 5. Uluslararası Öğretmen Yetiştirme Siyaseti ve Sorunlar Sempozyumu Bildiriler Kitabı, (30 Nisan-2 Mayıs), Bakü, Azerbaycan. (s. 211-220). Arnold-Garza, S. (2014). The Flipped classroom teaching model and its use for information literacy instruction. Communications in Information Literacy, 8(1), 7-22. Baker, J. W. (2000). The classroom Flip: using web course management tools to become the guide by the side. In Jack, A. (Ed.) Jacksonville, FL, US, Florida Community College at Jacksonville, 2000, (pp. 9 – 17). Selected Papers from the 11th International conference on College Teaching and Learning. Balaman, F. (2015). Analyzing the attitudes of vocational school students’ computer aided education based on different variables. Adıyaman University Journal of Educational Sciences, 5(2), 190-210. Bergmann, J. & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Alexandria, VA: International Society for Technology in Education, ASCD. Bishop, J. L. & Verleger, M. A. (2013). The Flipped classroom: A survey of the research. 120th ASEE Annual Conference & Exposition (pp. 1-18). Atlanta, GA. Bolat, Y. (2016). Ters yüz edilmiş sınıflar ve eğitim bilişim ağı. Journal of Human Sciences, 13(2), 3373-3388. Boyraz, S. (2015). İngilizce öğretiminde tersine eğitim uygulamasının değerlendirilmesi. Yayımlanmamış Yüksek Lisans Tezi. Afyon Kocetepe Üniversitesi Sosyal Bilimler Enstitüsü, Afyonkarahisar. Bristol, T. J. (2014). Educate, excite, engage. Teaching and Learning in Nursing, 9, 43-46. Cockrum, T. (2014). Flipping your English class to reach all learners: Strategies and lesson plans. New York: Routledge. Davies, R. S., Dean, D. L. & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spread sheet course. Educational Technology Research and Development, 61(4), 563–580. Demiralay, R. & Karataş, S. (2014). Evde ders okulda ödev modeli. Eğitim ve Öğretim Araştırmaları Dergisi, 3(3), 333-340. Doğanay, A. & Yüce S. G. (2010). Öğrencilerin düşünme becerilerinin geliştirilmesinde rehberli yardım: Bir öğretmenin sözel ifadelerinin analizine ilişkin durum çalışması. Kuram ve Uygulamada Eğitim Yönetimi, 16(2), 185-214. Filiz, O. & Kurt, A. A. (2015). Ters-yüz öğrenme: Yanlış anlaşılmalar ve doğrular. Eğitim Bilimleri Araştırmaları Dergisi, 5(1), 215-229. Gençer, B. G. (2015). Okullarda ters-yüz sınıf modelinin uygulanmasına yönelik bir vaka çalışması. Yayımlanmamış Yüksek Lisans Tezi. Bahçeşehir Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul. Gençer, B. G., Gürbulak, N. & Adıgüzel, T. (2014). A new approach in learning and teaching: The Flipped Classroom. In A. C. Ilhan, A. Isman, C. Birol & A. Eskicumali (Eds.), Proceedings of International Teacher Education Conference (pp. 881-888). Hali, S. (2014). Tarih öğretimi ve ders kitapları. Gazi Osman Paşa Üniversitesi Uluslararası Türk Eğitim Bilimleri Dergisi, Ekim Sayısı, 158-166. Hali, S. & Bolat, Y. (2016). History teaching based on the fundamental sources of Turkish culture. Journal of Human Sciences, 13(3), 5772-5785. Kara, O. (2016). Ters yüz sınıf. Tıp Eğitimi Dünyası, 45, 12-26. Karasar, N. (2010). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım. Kardaş, F. & Yeşilyaprak, B. (2015). A current approach to education: Flipped learning model. Ankara University Journal of Faculty of Educational Sciences, 48(2), 103-121. Lage, Maureen J. Platt, Glenn J. & Treglia, Michael. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43. Moravec, M., Williams, A., Aguilar-Roca, N. & O'Dowd. D. K. (2010). Learn before lecture: a strategy that improves learning outcomes in a large introductory biology class. CBE Life Sci Educ, 9, 473-481. Mull, B. (2012). Flipped learning: A response to five common criticisms. November Learning. http://novemberlearning.com/resources/articles/flippedlearning-a-response-to-fivecommoncriticisms-article. Adresinden 15.03.2017 tarihinde alınmıştır. Serçemeli, M. (2016). Muhasebe eğitiminde yeni bir yaklaşım önerisi: ters yüz edilmiş sınıflar. Muhasebe ve Finansman Dergisi, Sayı: Ocak, 115-126. Sever, G. (2014). Bireysel çalgı keman derslerinde çevrilmiş öğrenme modelinin uygulanması. Eğitimde Nitel Araştırmalar Dergisi, 2(2), 27-42. Strayer, J. F. (2012). How learning in an inverted classroom in fluencies cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171–193. Şahin, S. & Şahin, Z. (2016). Flipped classrooms and new generation education digital student coaching. International Journal of New Trends in Arts, Sports & Science Education, 5(4), 13-19. Temizyürek, F. & Ünlü, N. A. (2015). Dil öğretiminde teknolojinin materyal olarak kullanımına bir örnek: Flipped classroom. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 4(1), 64 – 72. Torun, F. & Dargut, T. (2015). Mobil öğrenme ortamlarında ters yüz sınıf modelinin gerçekleştirilebilirliği üzerine bir öneri. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 6(2), 20-29. Turan, Z. (2015). Ters yüz sınıf yönteminin değerlendirilmesi ve akademik başarı, bilişsel yük ve motivasyona etkisinin incelenmesi. Yayımlanmamış Doktora Tezi, Atatürk Üniversitesi, Erzurum. Turan, Z. & Göktaş, Y. (2015). Yükseköğretimde yeni bir yaklaşım: Öğrencilerin ters yüz edilmiş sınıf yöntemine ilişkin görüşleri. Yükseköğretim ve Bilim Dergisi, 5(2), 156-164. Yıldız, D. G., Kıyıcı, G. & Altıntaş, G. (2016). Ters yüz edilmiş sınıf modelinin öğretmen adaylarının eleştirileri ve görüşleri açısından incelenmesi. Sakarya University Journal of Education, 6(3), 186-200. Youngkin, C. A. (2014). The Flipped Classroom: Practices and opportunities for health sciences librarians. Medical Reference Services Quarterly, 33(4), 367-374.