Matematik Eğitimcilerinin Ters Yüz Öğrenme Modeline Bakış Açıları

Öz

Teknolojik gelişmeler yeni öğrenme yaklaşımlarının hayatımıza girmesinde etkili olmaktadır. Ters yüz öğrenme modeli de son zamanlarda sıklıkla uygulanan bir öğrenme modelidir. Bu çalışma, ters yüz öğrenme modelini matematik dersinde uygulamış olan matematik eğitimcilerinin modele bakış açılarını araştırmayı amaçlanmaktadır. Bu bağlamda, çalışmaya ters yüz öğrenme modelini matematik dersinde uygulamış olan sekiz matematik eğitmeni katılmıştır. Nitel olarak tasarlanan araştırmanın yöntemi durum çalışmasıdır. Örneklemi ise amaçlı örnekleme yöntemlerinden ölçüt örnekleme olarak belirlenmiştir. Araştırma sonucunda, matematik eğitimcilerin ters yüz öğrenme modeli tanımlarında öğrenmenin sınıf dışına taşınması ve teknolojik öğrenme kavramlarının ön plana çıktığı tespit edilmiştir. Matematik eğitimcileri ters yüz öğrenme modelinin matematik derslerinde kullanılabilir olduğunu ancak her konu için uygun olmayabileceğine dair görüşlerini belirtmişlerdir. Ayrıca, araştırma matematik derslerinde ters yüz öğrenme modeli kullanılmasının olumlu tarafları ile süreç boyunca karşılaşılabilecek zorluklar hakkında bilgiler sunmaktadır.

Anahtar Kelimeler

• Ters yüz öğrenme modeli
• Matematik eğitimcileri
• Nitel araştırma çalışması.

Perspectives of Mathematics Instructors on The Flipped Learning Model

Öz

Technological developments are efficient for the entrance of new learning approaches into our lives. Flipped learning model is also one that has been frequently applied recently. This study aims to examine the perspective of mathematics instructors who have applied the flipped learning model in their mathematics lessons. Within this context, eight math instructors who have applied the flipped learning model in their mathematics lessons participated in this study. The method of this study designed qualitatively is case study. The sampling of it was determined as the criterion sample among the purposeful sampling methods. As a result of the study, it was determined that the concepts of taking learning out of the classroom and technological learning stand out in the definitions of flipped learning model of mathematics instructors. Mathematics instructors stated that the flipped learning model is usable in mathematics lessons, but may not be suitable for every subject. In addition, the study gives information about the positive sides of using the flipped learning model in mathematics lessons and the difficulties that can be encountered during the process.

Anahtar Kelimeler

• Flipped learning model
• Mathematics instructors
• Qualitatively designed study.

Kaynakça

1. Akbulut, F. (2019). Opinions of academics about the flipped learning model. [Unpublished master's thesis]. Süleyman Demirel Üniversitesi.
2. Akçayır, G. & Akçayır, M. (2018). The flipped classroom: A review of its features and challenges. Computers & Education, 126, 334-345. https://doi.org/10.1016/j.compedu.2018.07.021
3. Arastaman, G., Fidan, İ.Ö. & Fidan, T. (2018). Validity and reliability in qualitative research: a theoretical analysis. Van Yüzüncü Yıl University Journal of Education, 15(1), 37-75. http://dx.doi.org/10.23891/efdyyu.2018.61
4. 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. https://www.jstor.org/stable/10.2307/jeductechsoci.19.3.134
5. Bradford, M., Muntean, C. H., & Pathak, P. (2014). An Analysis of flip-classroom pedagogy in first year undergraduate mathematics for computing. In Proceedings of the IEEE Frontiers in Education Conference (FIE) (pp. 1-5). Madrid, Spain.
6. Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F. (2018). Eğitimde bilimsel araştırma yöntemleri. Pegem Akademi Yayıncılık.
7. Carney, D., Ormes, N. & Swanson, R. (2015). Partially flipped linear algebra: a team—based approach. PRIMUS, 25(8), 641-654. https://doi.org/10.1080/10511970.2015.1047545
8. Clark, K.R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91-115.

9. Collins, B.V.C. (2019). Flipping the precalculus classroom. International Journal of Mathematical Education in Science and Technology, 50(5), 728-746. https://doi.org/10.1080/0020739X.2018.1535098
10. Corcoran, P.B., Walker, K.E. & Wals, A.E.J. (2004). Case studies, make‐your‐case studies, and case stories: a critique of case‐study methodology in sustainability in higher education. Environmental Education Research, 10(1), 7-21. https://doi.org/10.1080/1350462032000173670
11. Denzin, N.K. & Lincoln, Y.S. (2000). The discipline and practice of qualitative research. In N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative research (pp.1-28). Sage Publications.
12. Dove, A. & Dove, E. (2017). Flipping preservice elementary teachers' mathematics anxieties. Contemporary Issues in Technology and Teacher Education, 17(3), 312-335.
13. 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
14. Gao, W., Zhao, K. & Chen, L. (2019, March 30-31). Problems and solutions to flip classroom applications. 1st International Symposium on Education, Culture and Social Sciences, Xi, China.
15. Hung, H.T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96. https://doi.org/10.1080/09588221.2014.967701
16. Hung, C.Y., Sun, J.C.Y. & Liu, J.Y. (2019). Effects of flipped classrooms integrated with MOOCs and game-based learning on the learning motivation and outcomes of students from different backgrounds. Interactive Learning Environments, 27(8), 1028-1046. https://doi.org/10.1080/10494820.2018.1481103
17. Hwang, G.J. & Lai, C.L. (2017). Facilitating and bridging out-of-class and in-class learning: An interactive e-book-based flipped learning approach for math courses. Educational Technology & Society, 20(1), 184—197. https://www.jstor.org/stable/10.2307/jeductechsoci.20.1.184
18. Jeong, M. (2015). A case study of flipped learning in calculus of one variable on motivation and active learning. Research in Mathematical Education, 19(4), 211-227. https://doi.org/10.7468/jksmed.2015.19.4.211
19. Kırmızıoğlu, H.A. & Adıgüzel, T. (2019). Ters-yüz sınıf modelinin lise seviyesinde uygulaması: Kimya dersi örneği. D. Akgüngüz (Ed.) Fen ve matematik eğitiminde teknolojik yaklaşımlar içinde (ss.92-114). Anı Yayıncılık.
20. Lai, C.L. & Hwang, G.J. (2016). A self-regulated flipped classroom approach to improving students' learning performance in a mathematics course. Computers & Education, 100, 126-140. https://doi.org/10.1016/j.compedu.2016.05.006
21. Lo, C.K. & Hew, K.F. (2017). Using “first principles of instruction” to design secondary school mathematics flipped classroom: The findings of two exploratory studies. Journal of Educational Technology & Society, 20(1), 222-236. https://www.jstor.org/stable/10.2307/jeductechsoci.20.1.222?seq=1&cid=pdf-
22. Long, T., Cummins, J. & Waugh, M. (2017). Use of the flipped classroom instructional model in higher education: instructors’ perspectives. Journal of Computing in Higher Education, 29(2), 179-200. https://doi.org/10.1007/s12528-016-9119-8
23. Maciejewski, W. (2016). Flipping the calculus classroom: An evaluative study. Teaching Mathematics and its Applications: An International Journal of the IMA, 35(4), 187-201. https://doi.org/10.1093/teamat/hrv019
24. Miles, M.B. & Huberman, A.M. (1994). Qualitative data analysis: an expanded sourcebook. Sage Publications.
25. Muir, T. & Geiger, V. (2016). The affordances of using a flipped classroom approach in the teaching of mathematics: a case study of a grade 10 mathematics class. Mathematics Education Research Journal, 28(1), 149-171. https://doi.org/10.1007/s13394-015-0165-8
26. Muir, T. (2020). Self-determination theory and the flipped classroom: A case study of a senior secondary mathematics class. Mathematics Education Research Journal, 33, 569-587. https://doi.org/10.1007/s13394-020-00320-3
27. Naccarato, E. & Karakok, G. (2015). Expectations and implementations of the flipped classroom model in undergraduate mathematics courses. International Journal of Mathematical Education in Science and Technology, 46(7), 968-978. https://doi.org/10.1080/0020739X.2015.1071440
28. Ogden, L. (2015). Student perceptions of the flipped classroom in college algebra. PRIMUS, 25(9-10), 782-791. https://doi.org/10.1080/10511970.2015.1054011
29. Palmer, K. (2015). Flipping a calculus class: One instructor's experience. PRIMUS, 25(9-10), 886-891. https://doi.org/10.1080/10511970.2015.1050618
30. Sahin A., Cavlazoglu, B. & Zeytuncu, Y.E. (2015). Flipping a college calculus course: A case study. Educational Technology & Society, 18(3), 142–152. https://www.jstor.org/stable/10.2307/jeductechsoci.18.3.142?seq=1&cid=pdf-
31. Shi, Y., Ma, Y., MacLeod, J. & Yang, H.H. (2020). College students’ cognitive learning outcomes in flipped classroom instruction: a meta-analysis of the empirical literature. Journal of Computers in Education, 7(1), 79-103. https://doi.org/10.1007/s40692-019-00142-8
32. Song, Y. (2020). How to flip the classroom in school students’ mathematics learning: Bridging in- and out-of-class activities via innovative strategies. Technology, Pedagogy and Education, 29(3), 327-345. https://doi.org/10.1080/1475939X.2020.1749721
33. Song, Y. & Kapur, M. (2017). How to flip the classroom—“productive failure or traditional flipped classroom” pedagogical design? Educational Technology & Society, 20(1), 292—305.https://www.jstor.org/stable/jeductechsoci.20.1.292?seq=1#metadata_info_tab_contents
34. Strayer, J.F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15, 171–193. https://doi.org/10.1007/s10984-012-9108-4
35. Şen, E.Ö., & Hava, K. (2020). Prospective middle school mathematics teachers’ points of view on the flipped classroom: The case of Turkey. Education and Information Technologies, 25(5), 3465-3480.https://doi.org/10.1007/s10639-020-10143-1
36. Tawfik, A.A., & Lilly, C. (2015). Using a flipped classroom approach to support problem-based learning. Technology, Knowledge and Learning, 20(3), 299-315. https://doi.org/10.1007/s10758-015-9262-8
37. Wei, X., Cheng, I-L., Chen, N.S., Yang, X., Liu, Y., Dong, Y. & Zhai, X. (2020). Effect of the flipped classroom on the mathematics performance of middle school students. Educational Technology Research and Development, 68, 1-24. https://doi.org/10.1007/s11423-020-09752-x
38. Weinhandl, R., Lavicza, Z., Hohenwarter, M. & Schallert, S. (2020). Enhancing flipped mathematics education by utilising GeoGebra. International Journal of Education in Mathematics, Science and Technology (IJEMST), 8(1), 1-15.
39. Yıldırım, A. & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
40. Zengin, Y. (2017). Investigating the use of the Khan Academy and mathematics software with a flipped classroom approach in mathematics teaching. Journal of Educational Technology & Society, 20(2), 89-100. https://www.jstor.org/stable/10.2307/90002166