Ters yüz sınıf modeline dayalı öğretimin ilkokul 4. sınıf öğrencilerinin fen bilimleri dersi başarı ve tutumlarına etkisi
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Dosyalar
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada; ters yüz sınıf modelinin öğrencilerin akademik başarısına, kalıcılığa ve fen bilgisi dersine yönelik tutumlarına nasıl etki ettiği incelenmiştir. Bu nedenle ters yüz sınıf modeli ilkokul 4. sınıf Fen Bilimleri dersinde Maddenin Özellikleri ünitesinde uygulanmıştır. Araştırma karma desene uygun olarak tasarlanmış olup, açıklayıcı desen kullanılmıştır. Farklı yöntemlerle elde edilen nitel ve nicel bulgular tartışma ve sonuç bölümünde benzerlikleri ve farklılıkları karşılaştırılarak bir arada tartışılmıştır. Çalışmaya deney grubunda 16, kontrol grubunda 16 olmak üzere 32 öğrenci katılmıştır. Araştırmada veriler nitel bölümde yarı yapılandırılmış görüşme formu ve öğrenci günlükleri; nicel bölümde ise başarı testi ve fen bilgisi dersine yönelik tutum ölçeği ile toplanmıştır. Veri toplama araçları araştırmacı tarafından geliştirilmiştir. Nicel bölümde yapılan analizlerde akademik başarının ölçülmesinde; karışık ölçümler için iki faktörlü ANOVA (Two-Way Anova for Mixed Measures), bağımlı gruplar t testi ve bağımsız gruplar t testi kullanılmıştır. Tutum puanlarının analizinde ise; Mann-Whitney U, Wilcoxon İşaretli Sıralar testi kullanılmıştır. Nitel bölümdeki veriler, içerik analizi yapılarak çözümlenmiştir. Araştırma sonucunda; modelin akademik başarı ve öğrenilenlerin kalıcılığında deney grubu lehine anlamlı farklılık yarattığı görülmüştür. Tutum puanlarında ise; son testte deney ve kontrol grupları arasında anlamlı bir farklılık saptanmamıştır. Tutum puanlarının kalıcılığında deney grubu lehine anlamlı farklılık görülmüştür. Öğrenciler, veliler ve öğretmenle yapılan görüşmeler sonucunda, modelle ilgili düşünceleri ortaya konulmuştur. Öğrenci günlüklerinin analiz edilmesi sonucu; süreç boyunca öğrencilerin yaşadıkları, modelin uygulanması ile ilgili düşünceleri yer yer alıntılarla desteklenmiştir. Bulgular ve yorumlar sonucunda önerilere yer verilmiştir. Anahtar Sözcükler: Ters yüz öğrenme, fen bilimleri, akademik başarı, tutum, ilkokul.
This study investigates the effects of the flipped classroom model on students' academic success, retention of information and attitudes towards science lesson. Thus, the flipped classroom model was applied in the 'Properties of Matter' unit of the 4th grade Science course. The research was designed in accordance with mixed method and explanatory design was used. Qualitative and quantitative findings obtained by means of different methods were discussed collectively by comparing their similarities and differences in the discussion and conclusion sections. The study involved a total of 32 students, 16 of which were in the experimental group and 16 in the control group. The qualitative data of the research were collected by means of semi-structured interview forms and students' diaries while achievement test and scale of attitudes towards the science lesson were used for the collection of quantitative data. The instruments used in the study were developed by the researcher. For the analysis of quantitative data, two-way ANOVA, dependent groups t-test and independent groups ttest were used for measuring academic achievement. For the analysis of attitudes scores, Mann-Whitney U and Wilcoxon Signed Ranks tests were applied. Qualitative data were content analyzed. As a result of the research, it was found that the model created a significant difference in academic achievement and permanence of newly learned information in favor of the experimental group, whereas no significant difference was noticed in the post test between the attitudes scores of the groups. However, a significant difference was observed between the retention of attitudes scores in favor of the experimental group. The opinions of students, parents and teachers regarding the model were presented based on interviews. After the analysis of students' diaries, experiences of students through the process and their opinions about the application of the model were put forth supported by quotations. Suggestions were made based on the findings and comments. Keywords: Flipped learning, science, academic achievement, attitude, primary school.
This study investigates the effects of the flipped classroom model on students' academic success, retention of information and attitudes towards science lesson. Thus, the flipped classroom model was applied in the 'Properties of Matter' unit of the 4th grade Science course. The research was designed in accordance with mixed method and explanatory design was used. Qualitative and quantitative findings obtained by means of different methods were discussed collectively by comparing their similarities and differences in the discussion and conclusion sections. The study involved a total of 32 students, 16 of which were in the experimental group and 16 in the control group. The qualitative data of the research were collected by means of semi-structured interview forms and students' diaries while achievement test and scale of attitudes towards the science lesson were used for the collection of quantitative data. The instruments used in the study were developed by the researcher. For the analysis of quantitative data, two-way ANOVA, dependent groups t-test and independent groups ttest were used for measuring academic achievement. For the analysis of attitudes scores, Mann-Whitney U and Wilcoxon Signed Ranks tests were applied. Qualitative data were content analyzed. As a result of the research, it was found that the model created a significant difference in academic achievement and permanence of newly learned information in favor of the experimental group, whereas no significant difference was noticed in the post test between the attitudes scores of the groups. However, a significant difference was observed between the retention of attitudes scores in favor of the experimental group. The opinions of students, parents and teachers regarding the model were presented based on interviews. After the analysis of students' diaries, experiences of students through the process and their opinions about the application of the model were put forth supported by quotations. Suggestions were made based on the findings and comments. Keywords: Flipped learning, science, academic achievement, attitude, primary school.
Açıklama
Anahtar Kelimeler
Ters yüz öğrenme, akademik başarı
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
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Künye
Kaya, E. (2023). Ters yüz sınıf modeline dayalı öğretimin ilkokul 4. sınıf öğrencilerinin fen bilimleri dersi başarı ve tutumlarına etkisi. Yayınlanmış Doktora Tezi. İnönü Üniversitesi, Malatya.
