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Öğretmen Adaylarının Ters-Yüz Edilmiş Sınıf Deneyimleri: Matematik Dersinden Çıkarımlar

Yıl 2020, Cilt: 9 Sayı: 3, 527 - 544, 05.10.2020
https://doi.org/10.14686/buefad.659164

Öz

Kaynakça

  • Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14. doi: 10.1080/07294360.2014.934336
  • Adnan, M. (2017). Perceptions of senior-year ELT students for flipped classroom: a materials development course, Computer Assisted Language Learning, 30(3-4), 204-222. doi: 10.1080/09588221.2017.1301958
  • Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345. doi: 10.1016/ j.compedu.2018.07.021
  • Al-Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students’ creative thinking. British Journal of Educational technology. 46(6), 1133-1148, doi:10.1111/bjet.12353
  • Anderson, L., & Brennan, J. P. (2015). An experiment in flipped teaching in freshman calculus. Primus, 25(9), 861–875. doi:10.1080/10511970.2015.1059916
  • Araujo, Z., Otten, S., & Birisci, S. (2017). Mathematics teachers' motivations for, conceptions of, and experiences with flipped instruction. Teaching and Teacher Education, 62, 60–70. doi:10.1016/j.tate.2016.11.006
  • Arnold-Garza, S. (2014). The flipped classroom teaching model and its use for information literacy instruction. Communications in Information Instruction. 8(1), 7-22. doi:10.15760/comminfolit.2014.8.1.161
  • Baker, J.W. (2000). The “classroomflip”: Using web course management tools to become a guide by the side. Paper presented at the 11th international conference on college teaching and learning, Jacksonville, FL April.
  • Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The Impact of the Flipped Classroom on Mathematics Concept Learning in High School. Educational Technology & Society, 19(3), 134–142.
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
  • Chen, K., & Chuang, K. (2016). Building a cooperative learning environment in a flipped classroom. Academy of Educational Leadership Journal, 20(2), 8–16.
  • Choi, J., & Lee, Y. (2015). To what extent does ‘flipping’ make lessons effective in a multimedia production class?, Innovations in Education and Teaching International. doi: 10.1080/14703297.2015.1123105
  • Flores, O., Del-Arco, I., & Silva, P. (2016). The flipped classroom model at the university: analysis based on professors’ and students’ assessment in the educational field. International Journal of Educational Technology in Higher Education, 13(21), 1–12. doi: 10.1186/s41239-016-0022-1
  • Fraga, L., M. & Harmon, J. (2014). The Flipped Classroom Model of Learning in Higher Education: An Investigation of Preservice Teachers’ Perspectives and Achievement, Journal of Digital Learning in Teacher Education, 31(1), 18-27. doi:10.1080/21532974.2014.967420
  • Guerrero, S., Beal, M., Lamb, C., Sonderegger, D. & Baumgartel. D. (2015). Flipping Undergraduate Finite Mathematics: Findings and Implications, PRIMUS, 25(9-10), 814-832. doi: 10.1080/10511970.2015.1046003
  • Hao, Y. (2016). Exploring undergraduates' perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59, 82–92. doi: 10.1016/j.chb.2016.01.032.
  • He, W., Holton, A., Farkas, G., & Warschauer, M. (2016). The effects of flipped instruction on out-of-class study time, exam performance and student perceptions. Learning and Instruction, 45, 61–71. doi: 10.1016/j.learninstruc.2016.07.001
  • Johnston, B. M. (2017). Implementing a flipped classroom approach in a university numerical methods mathematics course, International Journal of Mathematical Education in Science and Technology, 48(4), 485-498. doi: 10.1080/0020739X.2016.1259516
  • Jungic, V., Kaur, H., Mulholland, J. & Xin, C. (2015). On flipping the classroom in large first year calculus courses, International Journal of Mathematical Education in Science and Technology, 46(4), 508-520. doi: 10.1080/0020739X.2014.990529
  • Kim, M., Jung, E., Siqueira, A., & Huber, L. (2016). An Investigation into Effective Pedagogies in a Flipped Classroom: A Case Study. International Journal of E-Learning & Distance Education, 32(2), 1–16.
  • Kurt, G. (2017). Implementing the Flipped Classroom in Teacher Education: Evidence from Turkey. Educational Technology & Society, 20(1), 211–221.
  • Lesseig, K. & Krouss, P (2017). Implementing a flipped instructional model in college algebra: profiles of student activity, International Journal of Mathematical Education in Science and Technology, 48(2), 202-214. doi: 10.1080/0020739X.2016.1233586
  • Little, C. (2015). The flipped classroom in further education: literature review and case study, Research in Post-Compulsory Education, 20(3), 265-279. doi: 10.1080/13596748.2015.1063260
  • McGivney-Burelle, J., & Xue, F. (2013). Flipping Calculus, PRIMUS, 23(5), 477-486. doi: 10.1080/10511970.2012.757571
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Mohanty, A., & Parida, D. (2016). Exploring the Efficacy & Suitability of Flipped Classroom Instruction at School Level in India: A Pilot Study. Creative Education, 7, 768-776. doi: 10.4236/ce.2016.75079
  • Murphy, J., Chang, J-M., & Suaray, K. (2016) Student performance and attitudes in a collaborative and flipped linear algebra course, International Journal of Mathematical Education in Science and Technology, 47(5), 653-673. doi: 10.1080/0020739X.2015.1102979
  • Mok, N., H. (2014). Teaching tip: The flipped Classroom. Journal of Information Systems Education, 25(1), 7-11.
  • O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25, 85-95. doi: 10.1016/j.iheduc.2015.02.002
  • Ogden, L. (2015). Student Perceptions of the Flipped Classroom in College Algebra, PRIMUS, 25(9-10), 782-791. doi: 10.1080/10511970.2015.1054011
  • Sahin, A., Cavlazoglu, B., & Zeytuncu, E. Z. (2015). Flipping a College Calculus Course: A Case Study, Journal of Educational Technology & Society, 18(3) 142-152.
  • Sohrabi, B., & Iraj, H. (2016). Implementing flipped classroom using digital media: A comparison of two demographically different groups perceptions. Computers in Human Behavior, 60, 514–524. doi: 10.1016/j.chb.2016.02.056.
  • Şengel, E. (2016). To FLIP or not to FLIP: Comparative case study in higher education in Turkey. Computers in Human Behavior. 64, 547-555. doi:10.1016/j.chb.2016.07.034
  • Thai, N., Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers & Education, 107, 113-126. doi: 10.1016/j.compedu.2017.01.003
  • Turan, Z., & Goktas, Y. (2016). The flipped classroom: Instructıonal Efficiency and impact On achievement and cognitive load levels , Journal of e-Learning and Knowledge Society, 12(4), 51-62.
  • Unruh, T., Peters, M. L., & Willis, J. (2016). Flip This Classroom: A Comparative Study. Computers in the Schools. 33(1), 38-58. doi: 10.1080/07380569.2016.1139988
  • Wang, T. (2017). Overcoming barriers to ‘flip’: building teacher’s capacity for the adoption of flipped classroom in Hong Kong secondary schools. Research and Practice in Technology Enhanced Learning. 12(6), 1-11. doi: 0.1186/s41039-017-0047-7
  • Wright, S. E. (2015). Linear Algebra and the Experiences of a “Flipper”, PRIMUS, 25(8), 627-640. doi: 10.1080/10511970.2015.1031304
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
  • Zainuddin, Z., & Attaran, M. (2016). Malaysian students’ perceptions of flipped classroom: a case study, Innovations in Education and Teaching International, 53(6), 660-670. doi: 10.1080/14703297.2015.1102079
  • Zainuddin, Z., & Halili, H. S. (2016). Flipped classroom research and trends from different field study, International Review of Research in Open and Distributed Learning, 17(3), 313-340. doi: 10.19173/irrodl.v17i3.2274
  • Zhai, X., Gu, J., Liu, H., Liang, J.-C., & Tsai, C.-C. (2017). An Experiential Learning Perspective on Students’ Satisfaction Model in a Flipped Classroom Context. Educational Technology & Society, 20 (1), 198–210.
  • Ziegelmeier, L. B., & Topaz, C. M. (2015). Flipped Calculus: A Study of Student performance and Perceptions, PRIMUS, 25(9-10), 847-860. doi: 10.1080/10511970.2015.1031305

Flipped Classroom Experiences of Preservice Teachers: Implications from a Mathematics Course

Yıl 2020, Cilt: 9 Sayı: 3, 527 - 544, 05.10.2020
https://doi.org/10.14686/buefad.659164

Öz

The purpose of this research was to analyze the process of teaching mathematics through the flipped classroom model based on preservice teacher opinions. The study group consisted of 16 preservice teachers from a primary school teaching program at a state university in Turkey who agreed to participate voluntarily. The research was designed as a practical action research study. After the five-week implementation period, two separate focus group discussions occurred with the volunteer preservice teachers. Consequently, in addition to the positive contribution to learner responsibility made by the flipped classroom, it was also observed that the in-class teamwork processes contributed to make the mathematics course entertaining. Moreover, peer learning was implemented, and the sense of belonging made a positive contribution to academic achievement in a teamwork process. In addition, preservice teachers started to see the academician as a role model at the end of the implementation process; this was a valuable result in terms of pedagogical contribution. Further research, gamification are used or environments enriched with virtual reality applications can be performed.

Kaynakça

  • Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14. doi: 10.1080/07294360.2014.934336
  • Adnan, M. (2017). Perceptions of senior-year ELT students for flipped classroom: a materials development course, Computer Assisted Language Learning, 30(3-4), 204-222. doi: 10.1080/09588221.2017.1301958
  • Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345. doi: 10.1016/ j.compedu.2018.07.021
  • Al-Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students’ creative thinking. British Journal of Educational technology. 46(6), 1133-1148, doi:10.1111/bjet.12353
  • Anderson, L., & Brennan, J. P. (2015). An experiment in flipped teaching in freshman calculus. Primus, 25(9), 861–875. doi:10.1080/10511970.2015.1059916
  • Araujo, Z., Otten, S., & Birisci, S. (2017). Mathematics teachers' motivations for, conceptions of, and experiences with flipped instruction. Teaching and Teacher Education, 62, 60–70. doi:10.1016/j.tate.2016.11.006
  • Arnold-Garza, S. (2014). The flipped classroom teaching model and its use for information literacy instruction. Communications in Information Instruction. 8(1), 7-22. doi:10.15760/comminfolit.2014.8.1.161
  • Baker, J.W. (2000). The “classroomflip”: Using web course management tools to become a guide by the side. Paper presented at the 11th international conference on college teaching and learning, Jacksonville, FL April.
  • Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The Impact of the Flipped Classroom on Mathematics Concept Learning in High School. Educational Technology & Society, 19(3), 134–142.
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
  • Chen, K., & Chuang, K. (2016). Building a cooperative learning environment in a flipped classroom. Academy of Educational Leadership Journal, 20(2), 8–16.
  • Choi, J., & Lee, Y. (2015). To what extent does ‘flipping’ make lessons effective in a multimedia production class?, Innovations in Education and Teaching International. doi: 10.1080/14703297.2015.1123105
  • Flores, O., Del-Arco, I., & Silva, P. (2016). The flipped classroom model at the university: analysis based on professors’ and students’ assessment in the educational field. International Journal of Educational Technology in Higher Education, 13(21), 1–12. doi: 10.1186/s41239-016-0022-1
  • Fraga, L., M. & Harmon, J. (2014). The Flipped Classroom Model of Learning in Higher Education: An Investigation of Preservice Teachers’ Perspectives and Achievement, Journal of Digital Learning in Teacher Education, 31(1), 18-27. doi:10.1080/21532974.2014.967420
  • Guerrero, S., Beal, M., Lamb, C., Sonderegger, D. & Baumgartel. D. (2015). Flipping Undergraduate Finite Mathematics: Findings and Implications, PRIMUS, 25(9-10), 814-832. doi: 10.1080/10511970.2015.1046003
  • Hao, Y. (2016). Exploring undergraduates' perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59, 82–92. doi: 10.1016/j.chb.2016.01.032.
  • He, W., Holton, A., Farkas, G., & Warschauer, M. (2016). The effects of flipped instruction on out-of-class study time, exam performance and student perceptions. Learning and Instruction, 45, 61–71. doi: 10.1016/j.learninstruc.2016.07.001
  • Johnston, B. M. (2017). Implementing a flipped classroom approach in a university numerical methods mathematics course, International Journal of Mathematical Education in Science and Technology, 48(4), 485-498. doi: 10.1080/0020739X.2016.1259516
  • Jungic, V., Kaur, H., Mulholland, J. & Xin, C. (2015). On flipping the classroom in large first year calculus courses, International Journal of Mathematical Education in Science and Technology, 46(4), 508-520. doi: 10.1080/0020739X.2014.990529
  • Kim, M., Jung, E., Siqueira, A., & Huber, L. (2016). An Investigation into Effective Pedagogies in a Flipped Classroom: A Case Study. International Journal of E-Learning & Distance Education, 32(2), 1–16.
  • Kurt, G. (2017). Implementing the Flipped Classroom in Teacher Education: Evidence from Turkey. Educational Technology & Society, 20(1), 211–221.
  • Lesseig, K. & Krouss, P (2017). Implementing a flipped instructional model in college algebra: profiles of student activity, International Journal of Mathematical Education in Science and Technology, 48(2), 202-214. doi: 10.1080/0020739X.2016.1233586
  • Little, C. (2015). The flipped classroom in further education: literature review and case study, Research in Post-Compulsory Education, 20(3), 265-279. doi: 10.1080/13596748.2015.1063260
  • McGivney-Burelle, J., & Xue, F. (2013). Flipping Calculus, PRIMUS, 23(5), 477-486. doi: 10.1080/10511970.2012.757571
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Mohanty, A., & Parida, D. (2016). Exploring the Efficacy & Suitability of Flipped Classroom Instruction at School Level in India: A Pilot Study. Creative Education, 7, 768-776. doi: 10.4236/ce.2016.75079
  • Murphy, J., Chang, J-M., & Suaray, K. (2016) Student performance and attitudes in a collaborative and flipped linear algebra course, International Journal of Mathematical Education in Science and Technology, 47(5), 653-673. doi: 10.1080/0020739X.2015.1102979
  • Mok, N., H. (2014). Teaching tip: The flipped Classroom. Journal of Information Systems Education, 25(1), 7-11.
  • O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25, 85-95. doi: 10.1016/j.iheduc.2015.02.002
  • Ogden, L. (2015). Student Perceptions of the Flipped Classroom in College Algebra, PRIMUS, 25(9-10), 782-791. doi: 10.1080/10511970.2015.1054011
  • Sahin, A., Cavlazoglu, B., & Zeytuncu, E. Z. (2015). Flipping a College Calculus Course: A Case Study, Journal of Educational Technology & Society, 18(3) 142-152.
  • Sohrabi, B., & Iraj, H. (2016). Implementing flipped classroom using digital media: A comparison of two demographically different groups perceptions. Computers in Human Behavior, 60, 514–524. doi: 10.1016/j.chb.2016.02.056.
  • Şengel, E. (2016). To FLIP or not to FLIP: Comparative case study in higher education in Turkey. Computers in Human Behavior. 64, 547-555. doi:10.1016/j.chb.2016.07.034
  • Thai, N., Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers & Education, 107, 113-126. doi: 10.1016/j.compedu.2017.01.003
  • Turan, Z., & Goktas, Y. (2016). The flipped classroom: Instructıonal Efficiency and impact On achievement and cognitive load levels , Journal of e-Learning and Knowledge Society, 12(4), 51-62.
  • Unruh, T., Peters, M. L., & Willis, J. (2016). Flip This Classroom: A Comparative Study. Computers in the Schools. 33(1), 38-58. doi: 10.1080/07380569.2016.1139988
  • Wang, T. (2017). Overcoming barriers to ‘flip’: building teacher’s capacity for the adoption of flipped classroom in Hong Kong secondary schools. Research and Practice in Technology Enhanced Learning. 12(6), 1-11. doi: 0.1186/s41039-017-0047-7
  • Wright, S. E. (2015). Linear Algebra and the Experiences of a “Flipper”, PRIMUS, 25(8), 627-640. doi: 10.1080/10511970.2015.1031304
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
  • Zainuddin, Z., & Attaran, M. (2016). Malaysian students’ perceptions of flipped classroom: a case study, Innovations in Education and Teaching International, 53(6), 660-670. doi: 10.1080/14703297.2015.1102079
  • Zainuddin, Z., & Halili, H. S. (2016). Flipped classroom research and trends from different field study, International Review of Research in Open and Distributed Learning, 17(3), 313-340. doi: 10.19173/irrodl.v17i3.2274
  • Zhai, X., Gu, J., Liu, H., Liang, J.-C., & Tsai, C.-C. (2017). An Experiential Learning Perspective on Students’ Satisfaction Model in a Flipped Classroom Context. Educational Technology & Society, 20 (1), 198–210.
  • Ziegelmeier, L. B., & Topaz, C. M. (2015). Flipped Calculus: A Study of Student performance and Perceptions, PRIMUS, 25(9-10), 847-860. doi: 10.1080/10511970.2015.1031305
Toplam 43 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Taner Arabacıoglu 0000-0003-1116-1777

Ersen Yazıcı 0000-0002-1310-2247

Deniz Özen Ünal 0000-0002-9279-3452

Yayımlanma Tarihi 5 Ekim 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 9 Sayı: 3

Kaynak Göster

APA Arabacıoglu, T., Yazıcı, E., & Özen Ünal, D. (2020). Flipped Classroom Experiences of Preservice Teachers: Implications from a Mathematics Course. Bartın University Journal of Faculty of Education, 9(3), 527-544. https://doi.org/10.14686/buefad.659164
All the articles published in the journal are open access and distributed under the conditions of CommonsAttribution-NonCommercial 4.0 International License
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