Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2023, , 1 - 40, 26.06.2023

Destan Tekin , Filiz Kabapınar

https://doi.org/10.56423/fbod.1200304

Öz

Kaynakça

  • Alper, A. & Öztürk, S. (2019). Programlama öğretimindeki ters-yüz öğretim yönteminin öğrencilerin başarılarına, bilgisayara yönelik tutumuna ve kendi kendine öğrenme düzeylerine etkisi. Bilim Eğitim Sanat ve Teknoloji Dergisi, 3(1), 13-26.
  • Aşkan, T. & Ertuğrul, U. (2022) Pandemi Sürecinde Bilişim Teknolojileri Öğretmenlerinin Uzaktan Eğitimin İşleyişi İle İlgili Görüşleri. Gazi Eğitim Bilimleri Dergisi, 8(1), 15-28.
  • Aydede, M. N. & Kesercioğlu, T. (2009). Fen ve teknoloji dersine yönelik kendi kendine öğrenme becerileri ölçeğinin geliştirilmesi. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3(36), 53-61.
  • Baepler, P., Walker, J. D. & Driessen, M. (2014). It's not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-236.
  • Baker, C. (2012, November 25). Flipped classrooms: turning learning upside down. Deseret News.
  • Bergmann, J .& Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Alexandria, VA: International Society for Technology in Education.
  • Bergmann. J. & Sams, A. (2008). Remixing chemistry class. International Society for Technology in Education, 22-27.
  • Berrett, D. (2012, February 19). How ‘flipping’ the classroom can improve the traditional lecture. The Chronicle of Higher Education. Retrieved July 10, 2013, from http:// chronicle.com/article/How-Flipping-the-Classroom/130857/
  • Bland, L. (2006, June). Applying flip/inverted classroom model in electrical engineering to establish lifelong learning.
  • Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers & Education, 151, 103819.
  • Bouwmeester, R. A., de Kleijn, R. A., van den Berg, I. E., ten Cate, O. T. J., van Rijen, H. V. & Westerveld, H. E. (2019). Flipping the medical classroom: Effect on workload, interactivity, motivation and retention of knowledge. Computers & Education, 139, 118-128.
  • Brewer, R. & Movahedazarhouligh, S. (2018). Successful stories and conflicts: A literature review on the effectiveness of flipped learning in higher education. Journal of Computer Assisted Learning, 34(4), 409-416.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş. & Demirel, F. (2008). Bilimsel araştırma yöntemleri.
  • Campillo-Ferrer, J. M. & Miralles-Martínez, P. (2021). Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanities and Social Sciences Communications, 8(1), 1-9.
  • Cevikbas, M. & Kaiser, G. (2021). Student Engagement in a Flipped Secondary Mathematics Classroom. International Journal of Science and Mathematics Education, 1-26.
  • Chao, S. Y., Chang, Y. C., Yang, S. C. & Clark, M. J. (2017). Development, implementation, and effects of an integrated web-based teaching model in a nursing ethics course. Nurse Education Today, 55, 31-37.
  • Chen, S., Jamiatul Husnaini, S. & Chen, J. J. (2020). Effects of games on students’ emotions of learning science and achievement in chemistry. International Journal of Science Education, 42(13), 2224-2245.
  • Chen, S., She, J., Kameda, H. & Ohno, S. (2014, September). Implementation and evaluation of flipped classroom in Chinese language course. In Proceedings of Multidisciplinary Academic Conference (pp. 1-8).
  • Chu, L. & Sun, S. H. (2015). The application of flipped classroom in pediatric physical therapy. Physiotherapy, (101), e252. Colburn, A. (2000). An İnquiry Primer. Science Scope, 23(6), 42-44.
  • Çukurbaşı, B. & Kıyıcı, M. (2017). An investigation of the effects of problem-based learning activities supported via flipped classroom and LEGO-LOGO practices on the success and motivation of high school students. International Online Journal of Educational Sciences.
  • Demir, F. & Özdaş, F. (2020). Covid-19 sürecindeki uzaktan eğitime ilişkin öğretmen görüşlerinin incelenmesi. Milli Eğitim Dergisi, 49(1), 273-292.
  • Dill, E. M. (2012). The Impact of Flip Teaching on Student Homework Completion, Behavior, Engagement and Proficiency. University of New England. İndirme tarihi: 06.03.2015 Educators Conference (s. 1-11). New Orleans: EDSIG
  • Doğan, G. T. (2015). Sosyal medyanın öğrenme süreçlerinde kullanımı: ters-yüz edilmiş öğrenme yaklaşımına ilişkin öğrenen görüşleri. Açık Öğretim Uygulamaları ve Araştırmaları Dergisi, 1(2), 24-48.
  • Durak, Y. H. (2017). Ortaokul öğrencileri için ters yüz öğrenme hazırbulunuşluk ölçeğinin Türkçeye uyarlanması. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 6(3), 1056-1068.
  • Ekiz, D. (2003). Eğitimde Araştırma Yöntem ve Metodlarına Giriş. Ankara Anı Yayıncılık.
  • Ekmekçi, E. (2017). The flipped writing classroom in Turkish EFL context: A comparative study on a new model. Turkish Online Journal Of Distance Education (Tojde), 18(2), 151–167
  • El Miedany, Y. (2019). Flipped learning. In Rheumatology Teaching (pp. 285-303). Springer, Cham.
  • Enger, S. K. & Yager, R. E. (1998). The Iowa Assessment Handbook.
  • Eryilmaz, M. & Cigdemoglu, C. (2019). Individual flipped learning and cooperative flipped learning: Their effects on students’ performance, social, and computer anxiety. Interactive Learning Environments, 27(4), 432-442.
  • Findlay-Thompson, S. & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 6(1), 63-71.
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Ters Yüz Sınıf Modeli ile Mol Kavramı ve Kimyasal Hesaplamalar Ünitelerinin Öğretimi

Yıl 2023, , 1 - 40, 26.06.2023

Destan Tekin , Filiz Kabapınar

https://doi.org/10.56423/fbod.1200304

Öz

Bu çalışmanın amacı, dijital ortamda hazırlanan öğretim materyalinin aracılık ettiği, ters yüz sınıf modeli ile öğretimin mol kavramı ve kimyasal hesaplamalar ünitelerine ait akademik başarı puanları, yapılan öğretimin bilimsel süreç becerisine olan etkisi, öğrencilerin baskın öğrenme stilleri ve kendi kendine öğrenme becerilerindeki farklılaşmanın incelenmesidir. Nicel araştırma yöntemlerinden ön test-son test kontrol gruplu yarı deneysel model olarak tasarlanan çalışma, iki deney ve bir kontrol grubu olarak 10. sınıf öğrencileri (n=90) ile 2019-2020 eğitim-öğretim yılının güz döneminde 10 hafta süreyle yürütülmüştür. Çalışmada veri toplama aracı olarak, akademik başarı testi, bilimsel süreç becerileri testi, öğrenme stilleri ölçeği ve kendi kendine öğrenme becerileri ölçeği kullanılmıştır. Araştırma bulguları olarak, iki deney grubuna uygulanan, yapılandırmacı yaklaşımlarla farklılaşan öğretim modelinin, bilimsel süreç becerisi yönünde farklılık yaratmadığı, fakat kendi kendine öğrenme becerisi ve iki üniteye ait hazırlanan akademik başarı testi açısından fark yarattığı tespit edilmiştir. Ayrıca katılımcı ve bağımsız öğrenme stili baskın öğrenci gruplarında akademik başarıyı artırmada ters yüz sınıf modelinin etkinliği ön plana çıkmıştır.

Anahtar Kelimeler

hibrit öğrenme kimya öğretimi. ters yüz sınıf modeli

Kaynakça

  • Alper, A. & Öztürk, S. (2019). Programlama öğretimindeki ters-yüz öğretim yönteminin öğrencilerin başarılarına, bilgisayara yönelik tutumuna ve kendi kendine öğrenme düzeylerine etkisi. Bilim Eğitim Sanat ve Teknoloji Dergisi, 3(1), 13-26.
  • Aşkan, T. & Ertuğrul, U. (2022) Pandemi Sürecinde Bilişim Teknolojileri Öğretmenlerinin Uzaktan Eğitimin İşleyişi İle İlgili Görüşleri. Gazi Eğitim Bilimleri Dergisi, 8(1), 15-28.
  • Aydede, M. N. & Kesercioğlu, T. (2009). Fen ve teknoloji dersine yönelik kendi kendine öğrenme becerileri ölçeğinin geliştirilmesi. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3(36), 53-61.
  • Baepler, P., Walker, J. D. & Driessen, M. (2014). It's not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-236.
  • Baker, C. (2012, November 25). Flipped classrooms: turning learning upside down. Deseret News.
  • Bergmann, J .& Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Alexandria, VA: International Society for Technology in Education.
  • Bergmann. J. & Sams, A. (2008). Remixing chemistry class. International Society for Technology in Education, 22-27.
  • Berrett, D. (2012, February 19). How ‘flipping’ the classroom can improve the traditional lecture. The Chronicle of Higher Education. Retrieved July 10, 2013, from http:// chronicle.com/article/How-Flipping-the-Classroom/130857/
  • Bland, L. (2006, June). Applying flip/inverted classroom model in electrical engineering to establish lifelong learning.
  • Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers & Education, 151, 103819.
  • Bouwmeester, R. A., de Kleijn, R. A., van den Berg, I. E., ten Cate, O. T. J., van Rijen, H. V. & Westerveld, H. E. (2019). Flipping the medical classroom: Effect on workload, interactivity, motivation and retention of knowledge. Computers & Education, 139, 118-128.
  • Brewer, R. & Movahedazarhouligh, S. (2018). Successful stories and conflicts: A literature review on the effectiveness of flipped learning in higher education. Journal of Computer Assisted Learning, 34(4), 409-416.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş. & Demirel, F. (2008). Bilimsel araştırma yöntemleri.
  • Campillo-Ferrer, J. M. & Miralles-Martínez, P. (2021). Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanities and Social Sciences Communications, 8(1), 1-9.
  • Cevikbas, M. & Kaiser, G. (2021). Student Engagement in a Flipped Secondary Mathematics Classroom. International Journal of Science and Mathematics Education, 1-26.
  • Chao, S. Y., Chang, Y. C., Yang, S. C. & Clark, M. J. (2017). Development, implementation, and effects of an integrated web-based teaching model in a nursing ethics course. Nurse Education Today, 55, 31-37.
  • Chen, S., Jamiatul Husnaini, S. & Chen, J. J. (2020). Effects of games on students’ emotions of learning science and achievement in chemistry. International Journal of Science Education, 42(13), 2224-2245.
  • Chen, S., She, J., Kameda, H. & Ohno, S. (2014, September). Implementation and evaluation of flipped classroom in Chinese language course. In Proceedings of Multidisciplinary Academic Conference (pp. 1-8).
  • Chu, L. & Sun, S. H. (2015). The application of flipped classroom in pediatric physical therapy. Physiotherapy, (101), e252. Colburn, A. (2000). An İnquiry Primer. Science Scope, 23(6), 42-44.
  • Çukurbaşı, B. & Kıyıcı, M. (2017). An investigation of the effects of problem-based learning activities supported via flipped classroom and LEGO-LOGO practices on the success and motivation of high school students. International Online Journal of Educational Sciences.
  • Demir, F. & Özdaş, F. (2020). Covid-19 sürecindeki uzaktan eğitime ilişkin öğretmen görüşlerinin incelenmesi. Milli Eğitim Dergisi, 49(1), 273-292.
  • Dill, E. M. (2012). The Impact of Flip Teaching on Student Homework Completion, Behavior, Engagement and Proficiency. University of New England. İndirme tarihi: 06.03.2015 Educators Conference (s. 1-11). New Orleans: EDSIG
  • Doğan, G. T. (2015). Sosyal medyanın öğrenme süreçlerinde kullanımı: ters-yüz edilmiş öğrenme yaklaşımına ilişkin öğrenen görüşleri. Açık Öğretim Uygulamaları ve Araştırmaları Dergisi, 1(2), 24-48.
  • Durak, Y. H. (2017). Ortaokul öğrencileri için ters yüz öğrenme hazırbulunuşluk ölçeğinin Türkçeye uyarlanması. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 6(3), 1056-1068.
  • Ekiz, D. (2003). Eğitimde Araştırma Yöntem ve Metodlarına Giriş. Ankara Anı Yayıncılık.
  • Ekmekçi, E. (2017). The flipped writing classroom in Turkish EFL context: A comparative study on a new model. Turkish Online Journal Of Distance Education (Tojde), 18(2), 151–167
  • El Miedany, Y. (2019). Flipped learning. In Rheumatology Teaching (pp. 285-303). Springer, Cham.
  • Enger, S. K. & Yager, R. E. (1998). The Iowa Assessment Handbook.
  • Eryilmaz, M. & Cigdemoglu, C. (2019). Individual flipped learning and cooperative flipped learning: Their effects on students’ performance, social, and computer anxiety. Interactive Learning Environments, 27(4), 432-442.
  • Findlay-Thompson, S. & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 6(1), 63-71.
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  • Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160-173.
  • Kwon, O. Y. (2021). Flipped learning: an alternative pedagogical approach in the untact age. Journal of Exercise Rehabilitation, 17(4), 222.
  • Lage, M. J. & Platt, G. (2000). The internet and the inverted classroom. Journal of Economic Education, 31(1).
  • 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.
  • Lee, S. & Lee, J. (2007). Blended learning revisited: a new aprroach to foreign language education. Multimedia-Assisted Language Learning, 10(2), 142-157
  • León, M., Correa, J. M., Aramberri, J. & de Aberasturi, E. J. (2010). Exploring ways to enhance permanent and collaborative learning by reusing online digital content. Procedia-Social and Behavioral Sciences, 9, 835-838.
  • Li, R., Lund, A. & Nordsteien, A. (2021). The link between flipped and active learning: a scoping review. Teaching in Higher Education, 1-35.
  • Liebert, C. A., Lin, D. T., Mazer, L. M., Bereknyei, S. & Lau, J. N. (2016). Effectiveness of the surgery core clerkship flipped classroom: a prospective cohort trial. The American Journal of Surgery, 211 (2), 451-457.
  • Loveys, B. R. & Riggs, K. M. (2019). Flipping the laboratory: improving student engagement and learning outcomes in second year science courses. International Journal of Science Education, 41(1), 64-79.
  • Madariaga, L., Nussbaum, M., Gutiérrez, I., Barahona, C. & Meneses, A. (2021). Assessment of user experience in video-based learning environments: From design guidelines to final product. Computers & Education, 167, 104176.
  • Marcey, D. J. & Brint, M. E. (2012). Transforming an undergraduate introductory biology course through cinematic lecture sand inverted classes: A preliminary assessment of theclic model of the flipped classroom. In NABT Biology Education Research Symposium.
  • Martin-Hansen, L. (2002). Defining İnquiry: Exploring The Many Types Of İnquiry İn The Science Classroom. Science Teacher, 69(2), 34-37.
  • Mason, G. S., Shuman, T. R. & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56(4), 430-435.
  • McDaneil, S. & D. Caverly. "The Community of Inquiry Model for an Inverted Developmental Math Classroom." Journal of Developmental Education 34, no. 2(2010).
  • McLaughlin, J. E. & Rhoney, D. H. (2015). Comparison of an interactive e-learning preparatory tool and a conventional downloadable handout used within a flipped neurologic pharmacotherapy lecture. Currents in pharmacy teaching and learning, 7(1), 12-19.
  • MEB. (2018). Ortaöğretim kimya dersi öğretim programı, Ankara: Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı.
  • MEB. (2005). İlköğretim Fen ve Teknoloji Dersi Öğretim Programı ve Klavuzu. Ankara 10-13.
  • Miles, M.B. & Hubermann, M.A. (1994). Qualitative analysis: An expand source book. 2nd. Ed. Thousand Oaks, CA: Sage.
  • Milman, N. (2012). The flipped classroom strategy: What is it and how can it best be used. Distance Learning, 9(3), 85–87.
  • Mishra, P. & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017- 1054
  • 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¬ences Education, 9(4), 473-481.
  • Murillo-Zamorano, L. R., Sánchez, J. Á. L. & Godoy-Caballero, A. L. (2019). How the flipped classroom affects knowledge, skills, and engagement in higher education: Effects on students' satisfaction. Computers & Education, 141, 103608.
  • Neriman, A. & Kadan, G. (2021). Pandemi Sürecinde Okul Öncesi Öğretmenlerinin Yaşadiklari Problemlerin İncelenmesi. Kırşehir Ahi Evran Üniversitesi Sağlık Bilimleri Dergisi, 1(2), 99-114.
  • Olakanmi, E. E. (2017). The effects of a flipped classroom model of instruction on students’ performance and attitudes towards chemistry. Journal of Science Education and Technology, 26(1), 127-137.
  • Redekopp, M. W. & Ragusa, G. (2013). Evaluating flipped classroom strategies and tools for computer engineering. Paper presented at the one hundred twentieth ASEE conference and exposition, Atlanta
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  • Riechmann, S. W. & Grasha, A. F. (1974). A rational approach to developing and assessing the construct validity of a student learning style scales instrument. The journal of Psychology, 87(2), 213-223.
  • Roshan, S. & Rochan, W. (2012). My View: It’s never too late to begin flipping your classroom.
  • Schallert, S., Lavicza, Z. & Vandervieren, E. (2022). Merging flipped classroom approaches with the 5E inquiry model: a design heuristic. International Journal of Mathematical Education in Science and Technology, 53(6), 1528-1545.
  • Schuessler, H., Kolomenski, A., Bunker, P. & Perkins, C. (2016). Improving effectiveness of teaching large introductory physics courses with modern information technology. Procedia-Social and Behavioral Sciences, 228, 249-256.
  • Sherbino J., Chan T. & Schiff K. The reverse classroom: Lectures on your own and homework with faculty. CJEM 2013;15(3):178-80
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  • Temizyürek, F. & Ünlü, N.A. (2015). Dil Öğretiminde Teknolojinin Materyal Olarak Kullanımına Bir Örnek: “Flipped Classroom”. Eğitim Fakültesi Dergisi, Cilt 4, Sayı 1, S. 64-72. ISSN:1308-7177. DOI: 10.14686/BUEFAD.2015111015.
  • Turan, Z. (2015). Tersyüz sınıf yönteminin değerlendirilmesi ve akademik basarı, bilissel yük, motivasyona etkisinin incelenmesi. Yayımlanmamıs doktora tezi. Ataturk Universitesi, Eğitim Bilimleri Enstitusu, Erzurum. Jansen, B. A. (2011, March-April). Inquiry unpacked: An introduction to inquiry-based learning. Library Media Connection, 29(5), 10-12.
  • Van der Meij, H. & Dunkel, P. (2020). Effects of a review video and practice in video-based statistics training. Computers & Education, 143, 103665.
  • Wu, H. T., Mortezaei, K., Alvelais, T., Henbest, G., Murphy, C., Yezierski, E. J. & Eichler, J. F. (2021). Incorporating concept development activities into a flipped classroom structure: using PhET simulations to put a twist on the flip. Chemistry Education Research and Practice, 22(4), 842-854.
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  • Yenice, N. (2003). Bilgisayar destekli fen bilgisi öğretiminin öğrencilerin fen ve bilgisayar tutumlarına etkisi. The Turkish Online Journal of Educational Technology, Cilt:2, Sayı: 4
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Toplam 93 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Destan Tekin 0000-0001-5031-3548

Filiz Kabapınar 0000-0001-5937-0880

Erken Görünüm Tarihi 21 Haziran 2023
Yayımlanma Tarihi 26 Haziran 2023
Gönderilme Tarihi 7 Kasım 2022
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Tekin, D., & Kabapınar, F. (2023). Ters Yüz Sınıf Modeli ile Mol Kavramı ve Kimyasal Hesaplamalar Ünitelerinin Öğretimi. Fen Bilimleri Öğretimi Dergisi, 11(1), 1-40. https://doi.org/10.56423/fbod.1200304

Dergide yayımlanmak üzere gönderilen çalışmaların daha önce hiç bir yerde yayımlanmamış ve aynı anda başka bir dergiye gönderilmemiş olması gerekir. Çalışmaların başka dergilerde daha önce yayımlanmamış olması ve/veya değerlendirme sürecinde olmaması yazar(lar)ın sorumluluğundandır. Bu tür bir husus tespit edildiğinde çalışma yazar(lar)a geri gönderilir.

Dergiye çalışma göndermeyi düşünen araştırmacılar https://dergipark.org.tr/tr/pub/fbod dergi adresinde bulunan “Yazım Kuralları”, "Yazarlar İçin Rehber" ve “Makale Gönder” sayfalarını inceleyerek çalışmalarını internet ortamında gönderebilirler. FBÖD ücretsiz bir dergi olup, dergiye gönderilen çalışmalar için yazarlardan değerlendirme veya basım ücreti talep edilmemektedir. Dergide yayımlanan çalışmaların tamamının tam metinleri ücretsiz erişime açıktır. Dergide yayımlanan makalelerden kaynak gösterilmek suretiyle alıntı yapılabilir.

Dergide yayımlamak üzere çalışmalarınızı bekler, derginin ülkemizde fen bilimleri eğitimi ve öğretiminin gelişmesi, bilim okur-yazarlığının yaygınlaşması ve öğretmenlerin uygulamaya dönük ihtiyaçlarının karşılanması amaçlarına katkı sağlamasını temenni ederiz.

EDİTÖR