Investigating of the Experiences of Students Studying in the Innovative and Flexible Learning Area Future Classroom Laboratory Space

Öz

This research aims to examine the experiences of students studying in Zile Science High School Future Classroom Laboratory, an innovative and flexible learning area. The study group of the research consists of a total of 12 students, 8 girls and 4 boys. The research was designed in a phenomenological pattern, one of the qualitative models. The data of the study were collected with a semi-structured interview form developed by the researcher. The qualitative data obtained in the research were analyzed using the content analysis method. As a result of the content analysis, it was seen that the participants acquired skills in three categories: learning and innovative skills, digital literacy skills and career and life skills within the scope of the 21st Century. It was observed that they stated that they gained individual and educational skills within the scope of active learning. Participants stated that innovative learning areas have some effects inside and outside the classroom and compared innovative learning areas with traditional learning areas. The results obtained were discussed in the light of the literature.

Anahtar Kelimeler

• Innovative learning space
• 21st century skills
• Active learning
• ZFCL

Yenilikçi ve Esnek Öğrenme Alanı Geleceğin Sınıf Laboratuvarı Alanında Eğitim Gören Öğrencilerin Deneyimlerinin İncelenmesi

Öz

Bu araştırmada yenilikçi ve esnek öğrenme alanı Zile Fen Lisesi Future Classroom Laburatuvarı sınıfında öğrenim gören öğrencilerin deneyimlerinin incelenmesi amaçlanmıştır. Araştırmanın çalışma grubu 8’i kız ve 4’ü erkek olmak üzere toplam 12 öğrenciden oluşmaktadır. Araştırma nitel modellerden olgu-bilim deseninde tasarlanmıştır. Çalışmanın verileri, araştırmacı tarafından geliştirilmiş olan yarı yapılandırılmış görüşme formu ile toplanmıştır. Araştırmada elde edilen nitel veriler içerik analizi yöntemi ile analiz edilmiştir. Yapılan içerik analizi sonucunda katılımcıların 21. Yüzyıl kapsamında öğrenme ve yenilikçi becerileri, dijital okuryazarlık becerileri ve kariyer ve hayat becerileri olmak üzere üç kategoride beceriler edindikleri görülmüştür. Aktif öğrenme kapsamında bireysel ve eğitsel beceriler kazandıklarını ifade ettikleri görülmüştür. Yenilikçi öğrenme alanlarını sınıf içi ve sınıf dışı bir takım etkileri olduğunu belirten katılımcılar, yenilikçi öğrenme alanları ile geleneksel öğrenme alanlarının karşılaştırmasını yapmışlardır. Elde edilen sonuçlar alanyazın ışığında tartışılmıştır.

Anahtar Kelimeler

• Yenilikçi öğrenme alanları
• 21. yüzyıl becerileri
• aktif öğrenme
• ZFCL

Kaynakça

1. 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. https://doi.org/10.1080/07294360.2014.934336
2. Albert, M., & Beatty, B. J. (2014). Flipping the classroom applications to curriculum redesign for an introduction to management course: Impact on grades. Journal of Education for Business, 89(8), 419-424. https://doi.org/10.1080/08832323.2014.929559
3. Ayaz, E., & Sarıkaya, R. (2019). The effect of engineering design-based science teaching on the perceptions of classroom teacher candidates towards STEM disciplines. International Journal of Progressive Education, 15(3), 13-27. Aydın, B., & Demirer, V. (2016). Flipping the draw backs of flipped classroom: Effective tools and reccomendations. Journal of Educational and Instructional Studies in the World. 6(1), 125 136.
4. Balcı, A. (2018). Sosyal bilimlerde araştırma yöntem, teknik ve ilkeler. Pegem Yayıncılık.
5. Baltacı, A. (2017). Nitel veri analizinde Miles-Huberman modeli. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3(1), 1-15.
6. Berg, B. L., & Lune, H. (2015). Sosyal bilimlerde nitel araştırma yöntemleri (Çev. H. Aydın). Eğitim Yayınevi.
7. Boyacı, A. (2011). Erasmus değişim programı öğrencilerinin geldikleri ve Türkiye’de öğrenim gördükleri üniversitedeki sınıf yönetimine ilişkin karşılaştırmalı görüşleri (Anadolu Üniversitesi örneği). Eğitim ve Bilim, 36, 270-282.
8. Bozkurt-Altan, E., & Ucuncuoğlu, İ. (2019). Examining the development of pre-service science teachers’ STEM-focused lesson planning skills. Eurasian Journal of Educational Research, 83, 103-124.

9. Breiner, J., Harkness, M., Johnson, C. C., & Koehler, C. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1), 3-11.
10. Bristol, T. J. (2014). Flipping the Classroom. Teaching and Learning in Nursing, 9, 43-46. Burke, D. D. (2015). Scale-Up! Classroom design and use can facilitate learning. The Law Teacher, 49(2), 189-205. https://doi.org/10.1080/03069400.2015.1014180
11. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2017). Bilimsel araştırma yöntemleri. Pegem A. Yayıncılık.
12. Bybee, R. W. (2010). What is STEM education? Science, 3(5), 962-996. http://doi.org/10.1146/annurev-soc-071312-145659
13. Cohen, M. E. (2016). The flipped classroom as a tool for engaging discipline faculty in collaboration: A case study in library-business collaboration. New Review of Academic Librarianship, 22(1), 5-23. https://doi.org/10.1080/13614533.2015.1073162 Correa, M. (2015). Flipping the foreign language classroom and critical pedagogies a (new) old trend. Higher Education for the Future, 2(2), 114-125. https://doi.org/10.1177/2347631115584122
14. Creswell, J. W. (2014). A concise introduction to mixed methods research. SAGE publications.
15. Çepni, S. (2014). Araştırma ve Proje Çalışmalarına Giriş. Pegem Akademi Yayıncılık. Datig, I., & Ruswick, C. (2013). Four quick flips activities for the information literacy classroom. College & Research Libraries News, 74(5), 249-257.
16. Demirkaya, H. (2008). Sınıf öğretmeni adaylarının küresel ısınma kavramını algılamaları ve öğrenme stilleri: Fenomenografik bir analiz. Kuram ve Uygulamada Eğitim Bilimleri, 8(1), 727- 752. https://doi.org/10.17244/eku.1172318
17. Ekiz, D. (2009). Bilimsel Araştırma Yöntemleri. Anı Yayıncılık.
18. Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. Tech Trends, 57(6), 14-27. https://doi.org/10.1007/s11528-013-0698-1
19. Eroğlu, S., & Bektaş, O. (2016). STEM eğitimi almış fen bilimleri öğretmenlerinin STEM temelli ders etkinlikleri hakkındaki görüşleri. Eğitimde Nitel Araştırmalar Dergisi, 4(3), 43-67. https://doi.org/10.14689/issn.2148-2624.1.4c3s3m
20. 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). 25-43. https://doi.org/10.1080/21532974.2014.967420
21. Garver, M. S., & Roberts, B. A. (2013). Flipping & clicking your way to higher-order learning. Marketing Education Review, 23(1), 17-22. https://doi.org/10.2753/MER1052-8008230103
22. Green, T. (2015). Flipped classrooms: An agenda for innovative marketing education in the digital era. Marketing Education Review, 25(3), 179-191. https://doi.org/10.1080/10528008.2015.1044851 Goodwin, B., & Miller, A. (2013). Evidence on flipped classrooms is still coming in. Educational Leadership, 70(6), 78-80.
23. Günday, R. (2019). Ortaöğretim özel program ve proje uygulayan eğitim kurumları’nın arka planı ve proje okul uygulamaları. Uluslararası Türk Kültür Coğrafyasında Sosyal Bilimler Dergisi, 4(2), 144-151.
24. Hacıömeroğlu, G. (2018). Examining elementary pre-service teachers’ science, technology, engineering, and mathematics (STEM) teaching intention. International Online Journal of Educational Sciences, 10(10), 1-11. https://doi.org/10.2575/2698547.2018.5874
25. 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
26. İnançlı, E., & Timur, B. (2018). Fen bilimleri öğretmen ve öğretmen adaylarının STEM eğitimi hakkındaki görüşleri. Uluslararası Bilim ve Eğitim Dergisi, 2(5), 48-68.
27. Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gate way to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43. Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 45(3), 317-324. https://doi.org/10.1080/0020739X.2013.822582
28. Mattis, K. V. (2015). Flipped classroom versus traditional text book instruction: assessing accuracy and mental effort at different levels of mathematical complexity. Technology, Knowledge and Learning, 20(2), 231-248. https://doi.org/10.1007/s10758-014-9238-0
29. McLaughlin, J. E. Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, M. L., Esserman, D. A., & Mumper, R. J. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 236-243. https://doi.org/10.1097/ACM.0000000000000086
30. Merriam, S. B. (2009). Qualitative research: A guide to design and interpretation. Jossey-Bass.
31. Moraros, J., Islam, A., Yu, S., Banow, R., & Schindelka, B. (2015). Flipping for success: evaluating the effectiveness of a novel teaching approach in a graduate level setting. BMC medical education, 15(1), 1-10. https://doi.org/10.1186/s12909-015-0317-2
32. Morgan, H. (2014). Focus on technology: Flip your classroom to increase academic achievement. Childhood Education, 90(3), 239-241. https://doi.org/10.1080/00094056.2014.912076
33. Morrow, S. L. (2005). Quality and trust worthiness in qualitative research in counseling psychology. Journal of counseling psychology, 52(2), 250-260.
34. Mzoughi, T. (2015). An investigation of student web activity in a “flipped” introductory physics class. Procedia Social and Behavioral Sciences, 191, 235-240. https://doi.org/10.1016/j.sbspro.2015.04.558
35. O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95. https://doi.org/10.1016/j.iheduc.2015.02.002
36. Özbilen, A. (2018). STEM eğitimine yönelik öğretmen görüşleri ve farkındalıkları. Scientific Educational Studies, 2(1), 1-21.
37. Özcan, H., & Koştur, H. İ. (2018). Fen bilimleri dersi öğretmenlerinin STEM eğitimine yönelik görüşleri. Sakarya University Journal of Education, 8(4), 364-373. https://doi.org/10.19126/suje.466841
38. Özçakır-Sümen, Ö., & Çalışıcı, H. (2016). Pre-service teachers’ mind maps and opinions on STEM education implemented in an environmental literacy course. Educational Sciences: Theory ve Practice, 16, 45-56.
39. Pannabecker, V., Barroso, C. S., & Lehmann, J. (2014). The flipped classroom: student-driven library research sessions for nutrition education. Internet Reference Services Quarterly, 19 (3-4), 139-162. https://doi.org/10.1080/10875301.2014.975307
40. Pimthong, P., & Williams, J. (2018). Preservice teachers’ understanding of STEM education. Kasetsart Journal of Social Sciences, 16(2), 1-7. https://doi.org/10.1016/j.kjss.2018.07.017
41. Pinto, C., & Little, G. (2014). Flipped librarians: Assessing our own need to understand our users. The Journal of Academic Librarianship, 2(40), 192-193. https://doi.org/10.1016/j.acalib.2014.01.009
42. Prashar, A. (2015). Assessing the flipped classroom in operations management: A pilot study. Journal of Education for Business, 90(3), 126-138. https://doi.org/10.1080/08832323.2015.1007904
43. Radloff, J., & Guzey, S. (2017). Investigating changes in preservice teachers’ conceptions of STEM education following video analysis and reflection. School Science and Mathematics, 117(3-4), 158-167. https://doi.org/10.1111/ssm.12218
44. Rivera, E. (2015). Using the flipped classroom model in your library instruction course. The Reference Librarian, 56(1), 34-41. https://doi.org/10.1080/02763877.2015.977671
45. Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17, 74-84. https://doi.org/10.1016/j.iree.2014.08.003
46. Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning. Journal of Family and Consumer Sciences, 105(2), 44-59.
47. Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st-century skills requires 21st-century teaching. Phi Delta Kappan, 94(2), 8-13. https://doi.org/10.1177/003172171209400203
48. Sams, A., & Bergmann, J. (2011). Flipping the classroom. Education Horizons, 90, 15-26. Schmidt, M., & Fulton, L. (2016). Transforming a traditional inquiry-based science unit into a STEM unit for elementary pre-service teachers: A view from the trenches. Journal of Science Education and Technology, 25(2), 302-315. https://doi.org/10.1007/s10956-015-9594-0
49. Scott, L. A. (2021). 21st century skills early learning framework. http://www.p21.org/storage/documents/EarlyLearning_Framework/P21_ELF_Framework_Final. pdf adresinden 21.03.2024 tarihinde alınmıştır.
50. Siegle, D. (2014). Technology differentiating instruction by flipping the classroom. Gifted Child Today, 37(1), 51-55. https://doi.org/10.1177/1076217513497579
51. Simpson, V., & Richards, E. (2015). Flipping the classroom to teach population health: increasing the relevance. Nurse Education in Practice, 15(3), 162-167. https://doi.org/10.1016/j.nepr.2014.12.001
52. Street, S. E., Gilliland, K. O., McNeil, C., & Royal, K. (2015). The flipped classroom improved medical student performance and satisfaction in a pre-clinical physiology course. Medical Science Educator, 25(1), 35-43. https://doi.org/10.1007/s40670-014-0092-4
53. Talbert, R. (2014). Inverting the linear algebra classroom. Primus, 24(5), 361-374. https://doi.org/10.1080/10511970.2014.883457
54. Timur, B., & Belek, F. (2020). FeTeMM etkinliklerinin öğretmen adaylarının öz-yeterlik inançlarına ve FeTeMM eğitimi yönelimlerine etkisinin incelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 1(5), 13-18.
55. Tomory, A., & Watson, S. L. (2015). Flipped classrooms for advanced science courses. Journal of Science Education and Technology, 24(6), 875-887. https://doi.org//10.1007/s10956-015-9570-8
56. Uçak, S., & Erdem, H. H. (2020). Eğitimde yeni bir yön arayışı bağlamında 21. yüzyıl becerileri ve eğitim felsefesi. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 6(1), 76-93.
57. Ültay, N., & Ültay, E. (2020). A comparative investigation of the views of preschool teachers and teacher candidates about STEM. Journal of Science Learning, 3(2), 67-78.
58. Wagner, T. (2008). The global achievement gap: Why even our best schools don't teach the new survival skills our children need-and what we can do about it. USA: Basic Books. Wanner, T., & Palmer, E. (2015). Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers & Education, 88, 354-369. https://doi.org/10.1016/j.compedu.2015.07.008
59. Wilson, S. G. (2013). The flipped class a method to address the challenges of an under graduate statistics course. Teaching of Psychology, 2(5), 51-67. https://doi.org/10.1177/0098628313487461
60. Whitman, G. M. (2020). Lab schools: Past, present, and possibility. International Association of Laboratory Schools Officers and Standing Committees, 10(1), 21-28.
61. Yavrutürk, A. R. (2023). Geleceğin sınıfı tasarlaması örneği olarak Zile Fen Lisesi ZFCL sınıfı. Journal of Sustainable Educational Studies (JSES), 4(2), 169-180.
62. Yavrutürk, A. R., & İlhan, T. (2022). Erasmus+ programına katılan ortaöğretim öğrencilerinin deneyimleri ve 21. yüzyıl becerilerine yönelik kazanımlarının incelenmesi. Uluslararası Türk Eğitim Bilimleri Dergisi, 10(19), 320-342. https://doi.org/10.46778/goputeb.1101339
63. Yestrebsky, C. L. (2015). Flipping the classroom in a large chemistry class-research university environment. Procedia -Social and Behavioral Sciences,191, 1113-1118. https://doi.org/10.1016/j.sbspro.2015.04.370
64. Youngkin, C. A. (2014). The flipped classroom: practices and opportunities for health sciences librarians. Medical reference services quarterly, 33(4), 367-374. https://doi.org/10.1080/02763869.2014.957073
65. Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (9. Baskı). Seçkin Yayıncılık.
66. Yılmaztürk, H., & Balyer, A. (2022). Proje Uygulayan Okullar (Proje Okulları)'ın Yönetsel Uygulamalarının Okul Merkezli Yönetim Açısından İncelenmesi. Journal of Academic Social Science Studies, 15(89). 31-48. http://dx.doi.org/10.29228/JASSS.58067