Öğretmen Adaylarının Üstün Yetenekli Öğrencilere Matematik Öğretimi Dersinde Ters Yüz Öğrenme Deneyimleri

Yıl 2024, Cilt: 21 Sayı: 1, 230 - 255, 24.04.2024

Tuğba Yulet Yılmaz , Mustafa Gök

https://doi.org/10.33711/yyuefd.1413291

Öz

Bu çalışmada, “Üstün yetenekli öğrencilere matematik öğretimi” dersini ters yüz öğrenme modeli ile deneyimleyen ilköğretim matematik öğretmeni adaylarının görüşleri incelenmiştir. Nitel araştırma desenlerinden fenomenoloji deseni ile tasarlanan bu araştırma, 14 hafta boyunca bir devlet üniversitesinde ilköğretim matematik öğretmenliği programında öğrenim gören 28 öğretmen adayı ile yürütülmüştür. Verilerin toplanmasında yarı yapılandırılmış görüşme tekniği kullanılmış ve veriler içerik analizi ile analiz edilmiştir. Öğretmen adayları yaşadıkları deneyim sonucunda; ters yüz öğrenmenin tanımına, modelin güçlü ve zayıf yönlerine, modelde öğretmen ve öğrenci rollerine, ters yüz öğrenme ile geleneksel öğrenmenin karşılaştırılmasına ilişkin görüşlerini dile getirmişlerdir. Öğretmen adayları modelin güçlü yönü olarak en çok derse hazırlıklı gelme, ders içinde etkinliklere aktif katılma durumuna, zayıf yönü olarak da fazla zaman alması ve teknolojik yetersizlikler olması halinde ders içeriğine erişim sorununa vurgu yapmışlardır. Bu modelde; öğretmenlerin rehber olma rolünün, öğrencilerin ise hem ders öncesinde hem de ders içinde daha fazla sorumluluk üstlenme rolünün ön plana çıktığı belirtilmiştir. Geleneksel modelle karşılaştırıldığında ters yüz öğrenmenin derse ayrılan süreyi genişletmesi sebebiyle daha esnek bir ortamda, daha verimli ve kalıcı öğrenmeler sağladığı, grup çalışmasını gerektirdiğinden akran öğrenmesini teşvik ettiği işaret edilmiştir.

Anahtar Kelimeler

öğretmen eğitimi, purdue model, ters yüz öğrenme, üstün yetenekliler

ProspectiveTeachers’ Experiences of Flipped Learning in Teaching Mathematics to Gifted Students Course

Öz

This study examined the views of prospective elementary mathematics teachers who experienced the "Teaching Mathematics to Gifted Students" course designed with the flipped learning model. This study employed a phenomenological design, which is a qualitative research approach. It involved 28 prospective elementary mathematics teachers enrolled in a state university’s elementary mathematics teaching program. The study lasted 14 weeks. The data collection involved using the semi-structured interview technique, while the data analysis was conducted through content analysis. Prospective teachers shared their perspectives on several aspects of flipped learning. They discussed the definition of flipped learning and outlined the advantages and disadvantages of the model. Additionally, they talked about the responsibilities of teachers and students within the model. Finally, they compared flipped learning to traditional learning, drawing on their prior experiences. The prospective teachers highlighted the strengths of the model as well-prepared for the class and actively engaging in the activities. They identified the weaknesses as being the time-consuming nature of accessing course content and the technological deficiencies. Flipped learning is shown to provide superior and lasting learning outcomes in a more adaptable environment than traditional methods. Such improvements are made possible by lengthening session durations and fostering collaborative work among students.

Anahtar Kelimeler

Flipped learning, giftedness, purdue model, teacher training

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. https://doi.org/10.1080/07294360.2014.934336
• Açıkyıldız, G., & Kösa, T. (2022). Vektör Uzaylarının Öğretimi İçin Tasarlanan Öğrenme Ortamına İlişkin Görüşlerin İncelenmesi. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 22(3), 957-983. https://dx.doi.org/10.17240/aibuefd.2022..-971969
• 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. https://doi.org/10.1111/bjet.12353
• Anderson, L.W., & Krathwohl, D. R. (2001). Taxonomy for learning, teaching and assessing: A revision of bloom's taxonomy of educational objectives. Phi Delta Kappa International.
• Ash, K. (2012). Educators view 'flipped' model with a more critical eye. Education Week, 32(2), 6-8. Retrieved 04.10.2023, from https://ddc449fe97e72df15faf96b8d7d4f5facfaa9c92.vetisonline.com/c/tcue44/viewer/html/ebblts2j3v
• Aşıksoy, G., & Özdamlı, 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. https://doi.org/10.12973/eurasia.2016.1251a
• Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR: International Society for Technology in Education.
• 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://doi.org/10.1037/t21374-000
• Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In 120th ASEE national conference and exposition, Atlanta, GA (paper ID 6219). American Society for Engineering Education.
• Chen, X., Zou, D., & Xie, H. (2020). Fifty years of British journal of educational technology: A topic model based bibliometric perspective. British Journal of Educational Technology, 51(3), 692–708. https://doi.org/10.1111/bjet.12907
• Chung, V.Q., & Cuong, L. D. (2018). The Application of the model “flipped classroom” on mathematics teaching to develop primary students’ self-learning ability in Vietnam. American Journal of Educational Research, 6(7). 941-951. https://doi.org/10.12691/education-6-7-8
• 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. https://doi.org/10.9743/JEO.2015.1.5
• Creswell, J. W. (2020). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni. Siyasal Kitabevi.
• Doo, M. Y. (2021). Understanding flipped learners’ perceptions, perceived usefulness, registration ıntention, and learning engagement. Contemporary Educational Technology, 14(1), 331, https://doi.org/10.30935/cedtech/11368.
• Eisenhut, L. A., & Taylor, C. E. (2015). In-class purposes of flipped mathematics educators. Journal of Mathematics Education at Teachers College, 6(2), 17–25. https://doi.org/10.7916/jmetc.v6i2.615
• Erdogan, A., & Yemenli, E. (2019). Gifted students’ attitudes towards mathematics: A qualitative multidimensional analysis. Asia Pacific Education Review. 20, 37–52. https://doi.org/10.1007/s12564-018-9562-5
• Flipped Learning Network. (2014). The four pillars of F-L-I-P. Retrieved 12.09.2023, from https://flippedlearning.org/definition-of-flipped-learning/
• Galindo-Dominguez, H. (2021). Flipped classroom in the educational system: Trend or effective pedagogical model compared to other methodologies? Educational Technology & Society, 24(3), 44–60. Retrieved 04.09.2023, from https://www.researchgate.net/publication/350966353_Flipped_Classroom_in_the_Educational_System_Trend_or_Effective_Pedagogical_Model_Compared_to_Other_Methodologies
• 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. Retrieved 14.09.2023, from https://www.researchgate.net/publication/312946089_Facilitating_and_Bridging_Out-Of-Class_and_In-Class_Learning_An_Interactive_E-BookBased_Flipped_Learning_Approach_for_Math_Courses
• Kimmons, R. (2020). Current trends (and missing links) in educational technology research and practice. TechTrends, 64(6), 803–809. https://doi.org/10.1007/s11528-020-00549-6
• Kirschner, P. A., Sweller, J., Kirschner, F., & Zambrano R, J. (2018). From cognitive load theory to collaborative cognitive load theory. International journal of computer-supported collaborative learning, 13, 213-233. https://doi.org/10.1007/s11412-018-9277-y
• Kolloff, M. B., & Feldhusen, J. F. (1984). The effects of enrichment on self-concept and creative thinking. Gifted Child Quarterly, 28, 53-57. https://doi.org/10.1177/001698628402800
• Kong, S. C. (2015). An experience of a three-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support. Computers & Education, 89, 16-31. https://doi.org/10.1016/j.compedu.2015.08.017
• Kulkarni, M. V., & Colvale, G. (2012). A study on secondary school teachers' attitude towards using new technologies in education. Indian Streams Research Journal, 2(8), 1-6. Retrieved 04.06.2023, from https://ijcrt.org/papers/IJCRT2305364.pdf
• Lai, T. L., Lin, F. T., & Yueh, H. P. (2020). The effectiveness of team-based flipped learning on a vocational high school economics classroom. Interactive Learning Environments, 28(1), 130-141. https://doi.org/10.1080/10494820.2018.1528284
• Lo, C. K., Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22, 50-73. https://doi.org/10.1016/j.edurev.2017.08.002
• Lo, C. K., & Hew, K. F. (2020) A comparison of flipped learning with gamification, traditional learning, and online independent study: The effects on students’ mathematics achievement and cognitive engagement. Interactive Learning Environments, 28(4), 464-481. https://doi.org/10.1080/10494820.2018.1541910
• Long, T., Cummins, J., & Waugh, M. (2017). Use of the flipped classroom instructional model in higher education: instructors’ perspectives. Journal of Computing Higher Education, 29, 179–200. https://doi.org/10.1007/s12528-016-9119-8
• Love, B., Hodge, A., Corritore, C., & Ernst, D. C. (2015). Inquiry-based learning and the flipped classroom. Primus, 25(8), 745–762. https://doi.org/10.1080/10511970.2015.1046005
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage. O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25, 85-95. https://doi.org/10.1016/j.iheduc.2015.02.002
• Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning enviroments: Definitions and directions. Quarterly Review of Distance Education, 4(3), 227-233. Retrieved 04.10.2023, from https://www.researchgate.net/publication/234598856_Blended_Learning_Environments_Definitions_and_Directions
• Su Ping, R. L., Verezub, E., Badiozaman, I. F., & Chen, W. S. (2020). Tracing EFL students’ flipped classroom journey in a writing class: Lessons from Malaysia. Innovations in Education and Teaching International, 57(3), 305-316. https://doi.org/10.1080/14703297.2019.1574597
• Patten, M. L., & Newhart, M. (2018). Understanding research methods: An overview of the essentials. Routledge.
• Saldaña, J. (2011). The coding manual for qualitative researchers. Sage
• Silk, E. M., Higashi, R., Shoop, R., & Schunn, C. D. (2010). Designing technology activities that teach mathematics. The technology teacher. The Voice of Technology Education, 69(4) 21-27. Retrieved 09.10.2023, from https://www.researchgate.net/publication/282237337_Designing_Technology_Activities_That_Teach_Mathematics
• Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193. https://doi.org/10.1007/s10984-012-9108-4
• McLaughlin, J. E., White, P. J., Khanova, J. & Yuriev, E. (2016). Flipped classroom implementation: A case report of two higher education institutions in the United States and Australia, Computers in the Schools, 33(1), 24-37. https://doi.org/10.1080/07380569.2016.1137734
• Miller, A. (2012). Five Best Practices for the Flipped Classroom. Retrieved 04.12.2023, from https://www.edutopia.org/blog/flipped-classroom-best-practices-andrew-miller
• Moon, S. M., Kolloff, P., Robinson, A., Dixon, F., & Feldhusen, J. F. (2009). The Purdue three-stage model. In J. S. Renzulli, E. J. Gubbins, K. S. McMillen, R. D. Eckert, & C. A. Little (Eds.), System and models for developing programs for the gifted and talented (pp. 289–321). Prufrock Press.
• 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
• Talbert, R. (2012). Inverted Classroom. Colleagues, 9(1), 7. Retrieved 04.05.2023, from https://scholarworks.gvsu.edu/colleagues/vol9/iss1/7
• 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. https://doi.org/10.1016/j.compedu.2017.01.003
• The Association for Educational Communications and Technology [AECT] (2019). The defnition and terminology committee. Retrieved 04.05.2023, from https://aect.org/news_manager.php?page=17578
• Tum, A., & Kutluca, T. (2021). Farklı Öğrenme Yollarının Kullanıldığı Zengin Öğrenme Ortamlarının Matematiksel Muhakeme Becerisine ve Problem Çözmeye Yönelik Tutuma Etkisi. Cumhuriyet Uluslararası Eğitim Dergisi, 10(1), 344-370. https://doi.org/10.30703/cije.722191
• Yilmaz, T. Y., & Gok, M. (2022). A teaching experience of prospective elementary mathematics teachers in the framework of the purdue model for the education of gifted students, International Online Journal of Educational Sciences, 14(4), 957-976. https://doi.org/10.15345/iojes.2022.04.005
• Yüksek Öğretim Kurulu [YÖK]. (2018). İlköğretim matematik öğretmenliği lisans programı. YÖK
• Voss, E., & Kostka, I. (2019). Flipping academic English language learning: Experiences from an American university. Springer Nature Singapore.