Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2023, Cilt: 4 Sayı: 2, 134 - 156, 30.08.2023

Öz

Kaynakça

  • Akayoğlu, S. (2021). Teaching CALL to pre-service teachers of English in a flipped classroom. Technology, Knowledge and Learning, 26, 155-171.
  • 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.
  • Algarni, B. & Lortie Forgues, H. (2023). An evaluation of the impact of flipped-classroom teaching on mathematics proficiency and self-efficacy in Saudi Arabia. British Journal of Educational Technology, 54(1), 414-435.
  • Asiksoy, G. & Ozdamli, F. (2016). Flipped classroom adapted to the ARCS model of motivation and applied to a physics course. Eurasia Journal of Mathematics Science and Technology Education, 12(6), 1589-1603.
  • Balci, A. (2009). Sosyal bilimlerde araştırma yöntem teknik ve ilkeler (Seventh edition). Pegem A Akademi.
  • Barahona, C., Nussbaum, M., Espinosa, P., Meneses, A., Alario Hoyos, C. & Perez Sanagustin, M. (2022). Transforming the learning experience in pre-service teacher training using the flipped classroom. Technology, Pedagogy and Education, 31(3), 261-274.
  • Bergmann, J., & Sams, A. (201 2). Flip your classroom: Reach every student in every class every day. Publisher: ISTE & ASCD.
  • 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.
  • Brown, T. (2004). Higher order thinking skills. In Kincheloe, J. L. & Danny, K. W. (Ed.). (2004). Critical thinking and learning: An encyclopedia for parents and teachers. (p. 458-463). Greenwood Publishing Group.
  • Buyukozturk, S., Kilic Cakmak, E., Akgun, O.E., Karadeniz, S., & Demirel, F. (2010). Bilimsel araştırma yöntemleri (14th ed.). Pegem A Akademi.
  • Cheng, L., Ritzhaupt, A.D. & Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students’ learning outcomes: a meta-analysis. ETR&D-Educational Technology Research and Development, 67(4), 793-824.
  • Chiquito, M., Castedo, R., Santos, A.P., Lopez, L.M. & Alarcon, C. (2020). Flipped classroom in engineering: The influence of gender. Computer Applications in Engineering Education, 28, 80-89.
  • Christiansen M. A., (2014), Inverted teaching: applying a new pedagogy to a university organic chemistry class, Journal of Chemical Education, 91, 1845–1850.
  • 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.
  • Costa, N., Marques, L., & Kempa, R. (2000). Science teachers’ awareness of findings from education research. Research in Science and Technological Education, 18, 37-44.
  • Council of Higher Education (2018). Fen bilgisi öğretmenliği lisans programı [Science teacher undergraduate program]. https:// www.yok.gov.tr/ Documents/ Kurumsal/ egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/ Fen_Bilgisi_Ogretmenligi_Lisans_Programi.pdf.
  • Day, L.J. (2018). A gross anatomy flipped classroom effects performance, retention, and higher-level thinking in lower performing students. Anatomical Sciences Education, 11(6), 565-574.
  • Eichler, J.F. & Peeples, J. (2016). Flipped classroom modules for large enrollment general chemistry courses: a low barrier approach to increase active learning and improve student grades. Chemistry Education Research and Practice, 17, 197-208.
  • Ertekin, C., Berker, N., Tolun, A. & Ülkü, D. (2002). Bilimsel araştırmada etik ve sorunları. Türkiye Bilimler Akademisi Yayınları.
  • Fautch, J.M. (2015). The flipped classroom for teaching organic chemistry in small classes: is it effective?. Chemistry Education Research and Practice, 16, 179-186.
  • Fraenkel, J.R. & Wallen, N.E. (2003). How to design and evaluate research in education, 5th ed., McGraw Hill.
  • Fidan, M. (2023). The effects of microlearning-supported flipped classroom on pre-service teachers’ learning performance, motivation and engagement. Education and Information Technologies, https://doi.org/10.1007/s10639-023-11639-2.
  • Gonzalez Gomez, D., Jeong, J.S. & Canada-Canada, F. (2019). Enhancing science self-efficacy and attitudes of pre-service teachers (PST) through a flipped classroom learning environment. Interactive Learning Environments, https://doi.org/10.1080/10494820.2019.1696843.
  • Greenwood, C.R. & Maheadly, L. (2001). Are future teachers aware of the gap between research and practice and what should they know? Teacher Education and Special Education, 24(4), 333-347.
  • İlhan, N., Sözbilir, M., Şekerci, A.R. & Yıldırım, A. (2015). Turkish science teachers’ use of educational research and resources. Eurasia Journal of Mathematics, Science & Technology Education, 11(6), 1231-1248.
  • Jeong, J.S., Canada Canada, F., & Gonzalez Gomez, D. (2018). The study of flipped-classroom for pre-service science teachers. Education Sciences, 8, 163.
  • Kaplan, R. M., & Saccuzzo, D. P. (1997). Psychological testing: Principles, applications, and issues (4th ed.). Brooks/Cole Publishing Company.
  • Karasar, N. (2000). Araştırmalarda rapor hazırlama (10th ed.). Nobel Yayın Dağıtım.
  • Karasar, N. (2008). Bilimsel araştırma yöntemi (17th ed.). Nobel Yayın Dağıtım.
  • Kitchener, K. S., & Fischer, K. W. (1990). A skill approach to the development of reflective thinking. In D. Kuhn (Ed.), Developmental perspectives on teaching and learning thinking skills. Contributions to human development (Vol. 21., p. 48–62). Karger.
  • Kong, F., Li, Z., Su, X. & Zhuang, W. (2020). Assessment of a flipped classroom model based on microlectures in a medical molecular biology course. Journal of Biological Education, https://doi.org/10.1080/00219266.2020.1808513.
  • Kurt, G. (2017). Implementing the flipped classroom in teacher education: Evidence from Turkey. Educational Technology & Society, 20(1), 211-221.
  • Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1 ), 30-43.
  • McIntyre, D. (2005). Bridging the gap between research and practice. Cambridge Journal of Education, 35(3), 357-382.
  • McMillan, J.H. & Schumacher S. (2006). Research in education: Evidence-based inquiry (Sixth Edition), Pearson Education.
  • Namaziandost, E. & Çakmak, F. (2020). An accout of EFL learners’ self-efficacy and gender in the flipped classroom model. Education and Information Technologies, 25, 4041-4055.
  • Peterson, D.J. (2016). The flipped classroom improves student achievement and course satisfaction in a statistics course: A quasi-experimental study. Teaching of Psychology, 43(1), 10-15.
  • Resnick, L.B. (1987). Education and learning to think. National Academy Press.
  • Resnik, D.B. (2004). Bilim etiği, (1. Baskı), (V. Mutlu, Çev.), Ayrıntı Yayınları, İstanbul.
  • Seery M. K., (2015), Flipped learning in higher education chemistry: emerging trends and potential directions, Chemistry Education Research and Practice, 16, 758–768.
  • Shih, H.C.J. & Huang, S.H.C. (2019). College students’ metacognitive strategy use in an EFL flipped classroom. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2019.1590420.
  • Shum, D., O’Gorman, J., & Myors, B. (2006). Psychological testing and assessment. Oxford University Press. Strelan, P., Osborn, A. & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review. 30, Article Number: UNSP 100314.
  • Talbert, R. (2012). Inverted classroom. Colleagues, 9(1), Article 7.
  • Thai, N.T.T., De 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.
  • Tosun, C. (2014). Pre-service teachers’ opinions about the course on scientific research methods and the levels of knowledge and skills they gained in this course. Australian Journal of Teacher Education, 39(10), 96-112.
  • Tosun, C. (2022). Bibliometric analysis of educational research in Turkey: 1981-2020 WoS articles. Hacettepe University of Journal of Education, 37(3), 942-956.
  • Vanderlinde, R., & van Braak, J. (2010). The gap between educational research and practice: Views of teachers, school leaders, intermediaries and researchers. British Educational Research Journal, 36(2), 299-316.
  • Verleger, M. A., & Bishop, L. J. (2013). The flipped classrom: A survey of the research. Paper presented at 120th ASEE Annual Conference & Exposition.
  • Walsh, W. B., & Betz, N. E. (2000). Tests and assessments (4th ed.). Prentice Hall.
  • Wei, X., Cheng, I.L., Chen, N.S., Yang, X., Liu, Y., Dong, Y., Zhai, X. & Kinshuk (2020). Effect of the flipped classroom on the mathematics performance of middle school students. ETR&D-Educational Technology Research and Development, 68(3), 1461-1484.
  • Wellman, L. E. (1997). The use of multiple representations, higher order thinking skills, interactivity, and motivation when designing a CD-ROM to teach self similarity. University of California.
  • Wu, W.C.V., Hsieh, J.S.C. & Yang, J.C. (2017). Creating an online learning community in a flipped classroom to enhance EFL learners’ oral proficiency. Educational Technology & Society, 20(2), 142-157.
  • Yildirim, A., & Simsek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri (6th ed.). Seçkin Yayıncılık.
  • Yıldırım, A., İlhan, N., Şekerci, A.R. & Sözbilir, M (2014). Science teachers’ level of following understanding and using of educational researches: The example of Erzurum an Erzincan. Kastamonu Educational Journal, 22(1), 81-100.
  • Zheng, L., Bhagat, K.K., Zhen, Y. & Zhang, X. (2020). The effectiveness of the flipped classroom on students’ learning achievement and learning motivation: A meta-analysis. Educational Technology & Society, 23(1), 1-15.
  • Zownorega, J. S. (2013). Effectiveness of flipping the classroom in a honors level, mechanics-based physics class (Thesis Number: 1155) [Master’s Thesis, Eastern Illinois University]. Eastern Illinois University.

Effects of the Flipped Classroom Model on Pre-Service Teachers’ Performance in Learning Research Ethics Concepts

Yıl 2023, Cilt: 4 Sayı: 2, 134 - 156, 30.08.2023

Öz

The effect of the flipped classroom (FC) model on pre-service teachers' performance in learning concepts and acquiring high-level cognitive skills in the science and research ethics course was investigated in present study. The pre-experimental research design was used and the research was conducted through a single group. 93 pre-service teachers studying different teaching programmes participated in this study. The data collection tools were achievement tests, project summary and research proposals. The implementations carried out face-to-face and with the Zoom Cloud Meetings. Research data was collected through the Microsoft Office 365 program. The present study results revealed that FC model was more effective in learning concepts related to ethics, morality, ethical principles, standards of ethical behavior and unethical behavior than in learning concepts related to science, research and method. It is thought that the pre-service teacher performance in ethical issues causes from the discussion of scenarios and possible reflexes in synchronous courses. In addition, the present study found that the FC model was inadequately or moderately effective in acquiring high-level cognitive skills in the science and research ethics course. On the other hand, there were no statistically significant differences between female and male pre-service teachers' learning levels of science-research-method and ethics concepts. According to the analysis results, statistically significant differences were found between the learning levels of the visual arts pre-service teachers and other pre-service teachers about science and research ethics course concepts.

Kaynakça

  • Akayoğlu, S. (2021). Teaching CALL to pre-service teachers of English in a flipped classroom. Technology, Knowledge and Learning, 26, 155-171.
  • 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.
  • Algarni, B. & Lortie Forgues, H. (2023). An evaluation of the impact of flipped-classroom teaching on mathematics proficiency and self-efficacy in Saudi Arabia. British Journal of Educational Technology, 54(1), 414-435.
  • Asiksoy, G. & Ozdamli, F. (2016). Flipped classroom adapted to the ARCS model of motivation and applied to a physics course. Eurasia Journal of Mathematics Science and Technology Education, 12(6), 1589-1603.
  • Balci, A. (2009). Sosyal bilimlerde araştırma yöntem teknik ve ilkeler (Seventh edition). Pegem A Akademi.
  • Barahona, C., Nussbaum, M., Espinosa, P., Meneses, A., Alario Hoyos, C. & Perez Sanagustin, M. (2022). Transforming the learning experience in pre-service teacher training using the flipped classroom. Technology, Pedagogy and Education, 31(3), 261-274.
  • Bergmann, J., & Sams, A. (201 2). Flip your classroom: Reach every student in every class every day. Publisher: ISTE & ASCD.
  • 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.
  • Brown, T. (2004). Higher order thinking skills. In Kincheloe, J. L. & Danny, K. W. (Ed.). (2004). Critical thinking and learning: An encyclopedia for parents and teachers. (p. 458-463). Greenwood Publishing Group.
  • Buyukozturk, S., Kilic Cakmak, E., Akgun, O.E., Karadeniz, S., & Demirel, F. (2010). Bilimsel araştırma yöntemleri (14th ed.). Pegem A Akademi.
  • Cheng, L., Ritzhaupt, A.D. & Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students’ learning outcomes: a meta-analysis. ETR&D-Educational Technology Research and Development, 67(4), 793-824.
  • Chiquito, M., Castedo, R., Santos, A.P., Lopez, L.M. & Alarcon, C. (2020). Flipped classroom in engineering: The influence of gender. Computer Applications in Engineering Education, 28, 80-89.
  • Christiansen M. A., (2014), Inverted teaching: applying a new pedagogy to a university organic chemistry class, Journal of Chemical Education, 91, 1845–1850.
  • 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.
  • Costa, N., Marques, L., & Kempa, R. (2000). Science teachers’ awareness of findings from education research. Research in Science and Technological Education, 18, 37-44.
  • Council of Higher Education (2018). Fen bilgisi öğretmenliği lisans programı [Science teacher undergraduate program]. https:// www.yok.gov.tr/ Documents/ Kurumsal/ egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/ Fen_Bilgisi_Ogretmenligi_Lisans_Programi.pdf.
  • Day, L.J. (2018). A gross anatomy flipped classroom effects performance, retention, and higher-level thinking in lower performing students. Anatomical Sciences Education, 11(6), 565-574.
  • Eichler, J.F. & Peeples, J. (2016). Flipped classroom modules for large enrollment general chemistry courses: a low barrier approach to increase active learning and improve student grades. Chemistry Education Research and Practice, 17, 197-208.
  • Ertekin, C., Berker, N., Tolun, A. & Ülkü, D. (2002). Bilimsel araştırmada etik ve sorunları. Türkiye Bilimler Akademisi Yayınları.
  • Fautch, J.M. (2015). The flipped classroom for teaching organic chemistry in small classes: is it effective?. Chemistry Education Research and Practice, 16, 179-186.
  • Fraenkel, J.R. & Wallen, N.E. (2003). How to design and evaluate research in education, 5th ed., McGraw Hill.
  • Fidan, M. (2023). The effects of microlearning-supported flipped classroom on pre-service teachers’ learning performance, motivation and engagement. Education and Information Technologies, https://doi.org/10.1007/s10639-023-11639-2.
  • Gonzalez Gomez, D., Jeong, J.S. & Canada-Canada, F. (2019). Enhancing science self-efficacy and attitudes of pre-service teachers (PST) through a flipped classroom learning environment. Interactive Learning Environments, https://doi.org/10.1080/10494820.2019.1696843.
  • Greenwood, C.R. & Maheadly, L. (2001). Are future teachers aware of the gap between research and practice and what should they know? Teacher Education and Special Education, 24(4), 333-347.
  • İlhan, N., Sözbilir, M., Şekerci, A.R. & Yıldırım, A. (2015). Turkish science teachers’ use of educational research and resources. Eurasia Journal of Mathematics, Science & Technology Education, 11(6), 1231-1248.
  • Jeong, J.S., Canada Canada, F., & Gonzalez Gomez, D. (2018). The study of flipped-classroom for pre-service science teachers. Education Sciences, 8, 163.
  • Kaplan, R. M., & Saccuzzo, D. P. (1997). Psychological testing: Principles, applications, and issues (4th ed.). Brooks/Cole Publishing Company.
  • Karasar, N. (2000). Araştırmalarda rapor hazırlama (10th ed.). Nobel Yayın Dağıtım.
  • Karasar, N. (2008). Bilimsel araştırma yöntemi (17th ed.). Nobel Yayın Dağıtım.
  • Kitchener, K. S., & Fischer, K. W. (1990). A skill approach to the development of reflective thinking. In D. Kuhn (Ed.), Developmental perspectives on teaching and learning thinking skills. Contributions to human development (Vol. 21., p. 48–62). Karger.
  • Kong, F., Li, Z., Su, X. & Zhuang, W. (2020). Assessment of a flipped classroom model based on microlectures in a medical molecular biology course. Journal of Biological Education, https://doi.org/10.1080/00219266.2020.1808513.
  • Kurt, G. (2017). Implementing the flipped classroom in teacher education: Evidence from Turkey. Educational Technology & Society, 20(1), 211-221.
  • Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1 ), 30-43.
  • McIntyre, D. (2005). Bridging the gap between research and practice. Cambridge Journal of Education, 35(3), 357-382.
  • McMillan, J.H. & Schumacher S. (2006). Research in education: Evidence-based inquiry (Sixth Edition), Pearson Education.
  • Namaziandost, E. & Çakmak, F. (2020). An accout of EFL learners’ self-efficacy and gender in the flipped classroom model. Education and Information Technologies, 25, 4041-4055.
  • Peterson, D.J. (2016). The flipped classroom improves student achievement and course satisfaction in a statistics course: A quasi-experimental study. Teaching of Psychology, 43(1), 10-15.
  • Resnick, L.B. (1987). Education and learning to think. National Academy Press.
  • Resnik, D.B. (2004). Bilim etiği, (1. Baskı), (V. Mutlu, Çev.), Ayrıntı Yayınları, İstanbul.
  • Seery M. K., (2015), Flipped learning in higher education chemistry: emerging trends and potential directions, Chemistry Education Research and Practice, 16, 758–768.
  • Shih, H.C.J. & Huang, S.H.C. (2019). College students’ metacognitive strategy use in an EFL flipped classroom. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2019.1590420.
  • Shum, D., O’Gorman, J., & Myors, B. (2006). Psychological testing and assessment. Oxford University Press. Strelan, P., Osborn, A. & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review. 30, Article Number: UNSP 100314.
  • Talbert, R. (2012). Inverted classroom. Colleagues, 9(1), Article 7.
  • Thai, N.T.T., De 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.
  • Tosun, C. (2014). Pre-service teachers’ opinions about the course on scientific research methods and the levels of knowledge and skills they gained in this course. Australian Journal of Teacher Education, 39(10), 96-112.
  • Tosun, C. (2022). Bibliometric analysis of educational research in Turkey: 1981-2020 WoS articles. Hacettepe University of Journal of Education, 37(3), 942-956.
  • Vanderlinde, R., & van Braak, J. (2010). The gap between educational research and practice: Views of teachers, school leaders, intermediaries and researchers. British Educational Research Journal, 36(2), 299-316.
  • Verleger, M. A., & Bishop, L. J. (2013). The flipped classrom: A survey of the research. Paper presented at 120th ASEE Annual Conference & Exposition.
  • Walsh, W. B., & Betz, N. E. (2000). Tests and assessments (4th ed.). Prentice Hall.
  • Wei, X., Cheng, I.L., Chen, N.S., Yang, X., Liu, Y., Dong, Y., Zhai, X. & Kinshuk (2020). Effect of the flipped classroom on the mathematics performance of middle school students. ETR&D-Educational Technology Research and Development, 68(3), 1461-1484.
  • Wellman, L. E. (1997). The use of multiple representations, higher order thinking skills, interactivity, and motivation when designing a CD-ROM to teach self similarity. University of California.
  • Wu, W.C.V., Hsieh, J.S.C. & Yang, J.C. (2017). Creating an online learning community in a flipped classroom to enhance EFL learners’ oral proficiency. Educational Technology & Society, 20(2), 142-157.
  • Yildirim, A., & Simsek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri (6th ed.). Seçkin Yayıncılık.
  • Yıldırım, A., İlhan, N., Şekerci, A.R. & Sözbilir, M (2014). Science teachers’ level of following understanding and using of educational researches: The example of Erzurum an Erzincan. Kastamonu Educational Journal, 22(1), 81-100.
  • Zheng, L., Bhagat, K.K., Zhen, Y. & Zhang, X. (2020). The effectiveness of the flipped classroom on students’ learning achievement and learning motivation: A meta-analysis. Educational Technology & Society, 23(1), 1-15.
  • Zownorega, J. S. (2013). Effectiveness of flipping the classroom in a honors level, mechanics-based physics class (Thesis Number: 1155) [Master’s Thesis, Eastern Illinois University]. Eastern Illinois University.
Toplam 56 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Cemal Tosun 0000-0002-1236-9548

Yayımlanma Tarihi 30 Ağustos 2023
Kabul Tarihi 11 Temmuz 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 4 Sayı: 2

Kaynak Göster

APA Tosun, C. (2023). Effects of the Flipped Classroom Model on Pre-Service Teachers’ Performance in Learning Research Ethics Concepts. Eurasian Journal of Teacher Education, 4(2), 134-156.

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This work is licensed under a Creative Commons Attribution 4.0 Unported License .