Research Article
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Year 2020, Volume: 7 Issue: 2, 202 - 211, 30.12.2020
https://doi.org/10.33200/ijcer.718461

Abstract

References

  • Andone, D., Dron, J., Boyne, C. & Pemberton, L. (2006). Are our students digital students? Association for Leraning Technology, 82-96.
  • Arnold-Garza, S. (2014). The flipped classroom teaching model and its use for information literacy instruction. Communications in Information Literacy, 8(1), 7-22.
  • Ayçiçek, B. (2019). Ters yüz sınıf modeli [flipped classroom model]. T. Yanpar-Yelken (Edt.) Öğretim teknolojileri [Instructional technologies]. Ankara: Anı Yayıncılık.
  • Berg, B.L. (2001). Qualitative research methods for the social sciences. Boston: Ally and Bacon.
  • Bergmann, J. & Sams, A. (2012). Reach every student in every class every day. United States Of America: Flip Your Classroom.
  • Betihavas, V., Bridgman, H., Kornhaber, R. & Cross, M. (2016). The evidence for ‘flipping out’: a systematic review of the flipped classroom in nursing education. Nurse Education Today, 38, 15–21.
  • Bishop, J.L. & Verleger, M.A. (2013,). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA.
  • Bogdan R.C. & Biklen, S.K. (2003). Qualitative research for education: An introduction to theory and methods. Boston: Allyn and Bacon.
  • Chilingaryan, K. & Zvereva, E. (2017). Methodology of flipped classroom as a learning technology in foreign language teaching. Procedia - Social and Behavioral Sciences, 237(21), 1500 – 1504.
  • 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.
  • Cresswell, J.W. (2007). Qualitative inquiry & research design choosing amang five appproaches. London: SAGE.
  • D’addato, T., & Miller, L. R. (2016). An inquiry into flipped learnıng in fourth grade math instruction. Canadian Journal of Action Research, 17(2), 33-55.
  • Debbağ, M. (2018). Öğretim ilke ve yöntemleri dersi öğretim programı için hazırlanan ters-yüz edilmiş sınıf modelinin etkililiği [The effectiveness of the flipped classroom model designed for teaching principles and methods course curriculum]. Yayınlanmamış doktora tezi. Bolu Abant İzzet Baysal Üniversitesi, Bolu.
  • Demiralay, R. & Karataş, S. (2014). Evde ders okulda ödev modeli [Homework model at home tutoring school]. Eğitim ve Öğretim Araştırmaları Dergisi, 3(3), 333-340.
  • Duman, İ. (2019). Etkinlik temelli öğrenmeye dayalı ters-yüz edilmiş sınıf modelinin öğrencilerin akademik başarı ve öğrenme motivasyonları üzerindeki etkisi [The effect of flipped classroom model incorporating activity-based learning on students' academic achievement and learning motivation]. Yayınlanmamış doktora tezi. Sakarya Üniversitesi, Sakarya.
  • Erdoğan, E. (2018). Sosyal bilgiler öğretiminde ters yüz edilmiş sınıf modelinin kullanımı [The use of flipped classroom model in social studies teaching]. Yayınlanmamış doktora tezi. Gazi Üniversitesi, Ankara.
  • Evseeva, A. & Solozhenko, A. (2015). Use of flipped classroom technology in language learning. Procedia - Social and Behavioral Sciences, 206, 205-209.
  • Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12–17.
  • García-Sánchez, S. & Santos-Espino, J. M. (2017). Empowering pre-service teachers to produce ubiquitous flipped classes. Profıle Issues in Teachers’ Professional Development, 19(1), 169-185.
  • Göksun-Orhan, D. (2019). 21. yy. becerileri edinmede dijitalleşen roller [21st century digitized roles in acquiring skills]. Y.K. Türel (Edt.) Öğretim teknolojileri [Instructional technologies]. Ankara: ASOS Yayınları.
  • Güçlü, İ. (2019). Sosyal bilimlerde nitel araştırma yöntemleri. [Qualitative research methods in the social sciences]. Ankara: Nobel Yayıncılık.
  • Güler, A., Halıcıoğlu, M.B. & Taşğın, S. (2014). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Yayıncılık.
  • Gününç, S. (2017). Eğitimde teknoloji entegrasyonun kuramsal temelleri. [Theoretical foundations of technology integration in education]. Ankara: Anı Yayıncılık.
  • Hammersley, M. & Traianou, A. (2012). Ethics in qualitative research: controversies and contexts. London: SAGE Pub.
  • Herreid, C.F. & Schiller, N.A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.
  • Johnson, B. & Christensen, L. (2012). Educational research quantitative, qualitative and mixed approaches. London: SAGE.
  • Kara, C.O. (2016a). Ters yüz sınıf. [Flipped classroom].Tıp Eğitimi Dünyası, (45), 12-26.
  • Kara, C.O. (2016b). Tıp fakültesi klinik eğitiminde “Ters yüz sınıf modeli” kullanılabilir mi? [Can flipped classroom model be used in clinical education program of medical faculty ?] Yayımlanmamış yüksek lisans tezi. Akdeniz Üniversitesi, Antalya.
  • Karagöz, Y. (2017). SPSS ve AMOS uygulamalı nitel-nicel-karma: Bilimsel araştırma yöntemleri ve yayın etiği.[ SPSS and AMOS applied qualitative-quantitative-mixed: Scientific research methods and publication ethics]. Ankara: Nobel Yayıncılık.
  • Kızıltepe, Z. (2015). İçerik analizi. [Content analysis]. F.N. Seggie & Y. Bayyurt (Edt). Nitel araştırma yöntem, teknik, analiz ve yaklaşımlar. [Qualitative research methods, techniques, analysis and approaches]. Ankara: Anı Yayıncılık.
  • LaFee, S. (2013). Flipped learning. Education Digest, 79(3), 13-18.
  • Levin, T. & Wadmany, R. (2005). Changes in educational beliefs and classroom practices of teachers and students in rich technology-based classrooms. Technology, Pedagogy and Education, 14(3), 281-307.
  • 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.
  • Meyer, L. (2015, 03 Mart). Research: Active learning more important than flipping the classroom. The Journal, https://thejournal.com/articles/2015/03/03/research-usingactive-learning-more-important-than-flipping-the-classroom.aspx Retrived Date: 15.02.2020.
  • Muir, T. & Geiger, V. (2016). The affordances of using a flipped classroom approach in theteaching of mathematics: A case study of a grade 10 mathematics class. Mathematics Education Research Journal, 28(1), 149–171.
  • Morgan, H. (2014). Focus on technology: Flip your classroom to increase academic achievement. Childhood Education, 90(3), 239-241.
  • Milman, N. (2012). The flipped classroom strategy: What is it and how can it be used? Distance Learning, 9(3), 85-87.
  • Özbaşı, D. (2019). Örneklem belirleme. [Sampling]. K. Yılmaz & R.S. Arık (Edt.) Eğitimde araştırma yöntemleri. [Research methods in education]. Ankara: Pegem Akademi Yayıncılık.
  • Özdemir, M.Ç. (2019). Ters yüz edilmiş sınıf uygulamalarının geometri öğretiminde kullanılmasının matematik öğretmeni adaylarının geometriye yönelik tutumlarına etkisinin incelenmesi. [The use of flipped classroom in geometry teaching investigation of the effect of the mathematics teacher candidates on the attitudes of geometry]. Yayınlanmamış yüksek lisans tezi. Bayburt Üniversitesi, Bayburt.
  • Presti, C.R. (2016). The flipped learning approach in nursing education: a literatüre review. Journal of Nursing Education, 55(5), 252–257.
  • Saladana, J. (2019). Nitel araştırmacılar için kodlama el kitabı.[ Coding handbook for qualitative researchers]. (Çev. Edt.) A. Tüfekci-Akcan & S.N. Şad Ankara: Pegem Akademi Yayıncılık.
  • Sığrı, Ü. (2018). Nitel araştırma yöntemleri. İstanbul: Beta Yayınları.
  • Szparagowski, R. (2014). The effectiveness of the flipped classroom. Honors Projects, 1-32.
  • Talbert, R. (2012). Flipped classroom. Colleagues, 9(1), 1-3.
  • Tıkaç, S. (2015). Nitel veri analiz programlarının veri analizinde kullanımı: Nvivo'ya bir bakış. [The use of qualitative data analysis programs in data analysis: a look at Nvivo]. F.N. Seggie & F. Bayyurt (Edt.) Nitel araştırma: Yöntem, teknik, analiz ve yaklaşımlar. [Qualitative research: Method, technique, analysis and approaches]. Ankara: Anı Yayıncılık.
  • Torun, F. & Dargut, T. (2015). Mobil öğrenme ortamlarında ters yüz sınıf modelinin. [A proposal for the applicability of flipped classroom model in mobile learning environments]. Eğitim Bilimleri Dergisi, 6(2), 20-29.
  • Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82.
  • Turan, Z. & Göktaş, Y. (2015). Yükseköğretimde yeni bir yaklaşım: Öğrencilerin ters yüz sınıf yöntemine ilişkin görüşleri. [A new approach in higher education : the students’ views on flipped classroom method]. Yükseköğretim ve Bilim Dergisi, 5(2), 156-167.
  • Turan, Z. (2015). Ters yüz sınıf yönteminin değerlendirilmesi ve akademik başarı, bilişsel yük ve motivasyona etkisinin incelenmesi.[The evaluation of flipped classroom method and examination of its effects on academic achievement, cognitive load and motivation]. Yayımlanmamış doktora tezi. Atatürk Üniversitesi, Erzurum.
  • Tymms, P. (2017). Questionnaires. R. Coe, M. Waring, L.V. Hedges & J. Arthur (Edt.) Research methods and methodologies in education. London: SAGE Pub.
  • Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri.[ Qualitative research methods in the social sciences]. Ankara: Seçkin Yayıncılık.
  • Yıldız, D., Kıyıcı, G. & Altıntaş, G. (2016). Ters-yüz edilmiş sınıf modelinin öğretmen adaylarının erişileri ve görüşleri açısından incelenmesi. [A research into the flipped classroom in terms of the academic achievement, and views of the prospective teachers]. Sakarya University Journal of Education, 6(3), 195-210.
  • Zuber, W.J. (2016). The flipped classroom, a review of the literature. Industrial and Commercial Training, 48(2), 97-103.

Teacher Candidates' Experiences with the Flipped Classroom Model: A Phenomenological Approach

Year 2020, Volume: 7 Issue: 2, 202 - 211, 30.12.2020
https://doi.org/10.33200/ijcer.718461

Abstract

Today, technology integration has become an important issue in the teaching-learning environment. Developed countries integrate technology into schools from pre-school education to higher education, adopting a student-centred approach in their curriculums. Turkey has embraced a constructivist approach to its curriculum since the academic year 2005, in which studies of the teaching-learning environment ushered in the integration of new technology. Despite this, few studies have been conducted on technology integration in higher education. One approach to this research explores the integration of technology in Turkey into the flipped classroom model by the higher education institution, a subject upon which there has not been a sufficient amount of qualitative research. For this reason, in this study, the opinions of elementary teacher candidates regarding their experiences with the flipped classroom model were examined. The research was designed according to phenomenological research design, one of the foremost qualitative research patterns. The participants of the research are teacher candidates studying at Süleyman Demirel University as classroom teachers. The research sample was determined according to the criterion sampling method. An opinion questionnaire about the flipped classroom was used as a data collection tool in the research. Content analysis, a qualitative analysis method, was used to analyse the data. From the research, it was concluded that teacher candidates have experience with the flipped classroom model, believe this model provides many contributions to them and have encountered various problems with the model, for which they have suggestions on how these can be fixed.

References

  • Andone, D., Dron, J., Boyne, C. & Pemberton, L. (2006). Are our students digital students? Association for Leraning Technology, 82-96.
  • Arnold-Garza, S. (2014). The flipped classroom teaching model and its use for information literacy instruction. Communications in Information Literacy, 8(1), 7-22.
  • Ayçiçek, B. (2019). Ters yüz sınıf modeli [flipped classroom model]. T. Yanpar-Yelken (Edt.) Öğretim teknolojileri [Instructional technologies]. Ankara: Anı Yayıncılık.
  • Berg, B.L. (2001). Qualitative research methods for the social sciences. Boston: Ally and Bacon.
  • Bergmann, J. & Sams, A. (2012). Reach every student in every class every day. United States Of America: Flip Your Classroom.
  • Betihavas, V., Bridgman, H., Kornhaber, R. & Cross, M. (2016). The evidence for ‘flipping out’: a systematic review of the flipped classroom in nursing education. Nurse Education Today, 38, 15–21.
  • Bishop, J.L. & Verleger, M.A. (2013,). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA.
  • Bogdan R.C. & Biklen, S.K. (2003). Qualitative research for education: An introduction to theory and methods. Boston: Allyn and Bacon.
  • Chilingaryan, K. & Zvereva, E. (2017). Methodology of flipped classroom as a learning technology in foreign language teaching. Procedia - Social and Behavioral Sciences, 237(21), 1500 – 1504.
  • 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.
  • Cresswell, J.W. (2007). Qualitative inquiry & research design choosing amang five appproaches. London: SAGE.
  • D’addato, T., & Miller, L. R. (2016). An inquiry into flipped learnıng in fourth grade math instruction. Canadian Journal of Action Research, 17(2), 33-55.
  • Debbağ, M. (2018). Öğretim ilke ve yöntemleri dersi öğretim programı için hazırlanan ters-yüz edilmiş sınıf modelinin etkililiği [The effectiveness of the flipped classroom model designed for teaching principles and methods course curriculum]. Yayınlanmamış doktora tezi. Bolu Abant İzzet Baysal Üniversitesi, Bolu.
  • Demiralay, R. & Karataş, S. (2014). Evde ders okulda ödev modeli [Homework model at home tutoring school]. Eğitim ve Öğretim Araştırmaları Dergisi, 3(3), 333-340.
  • Duman, İ. (2019). Etkinlik temelli öğrenmeye dayalı ters-yüz edilmiş sınıf modelinin öğrencilerin akademik başarı ve öğrenme motivasyonları üzerindeki etkisi [The effect of flipped classroom model incorporating activity-based learning on students' academic achievement and learning motivation]. Yayınlanmamış doktora tezi. Sakarya Üniversitesi, Sakarya.
  • Erdoğan, E. (2018). Sosyal bilgiler öğretiminde ters yüz edilmiş sınıf modelinin kullanımı [The use of flipped classroom model in social studies teaching]. Yayınlanmamış doktora tezi. Gazi Üniversitesi, Ankara.
  • Evseeva, A. & Solozhenko, A. (2015). Use of flipped classroom technology in language learning. Procedia - Social and Behavioral Sciences, 206, 205-209.
  • Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12–17.
  • García-Sánchez, S. & Santos-Espino, J. M. (2017). Empowering pre-service teachers to produce ubiquitous flipped classes. Profıle Issues in Teachers’ Professional Development, 19(1), 169-185.
  • Göksun-Orhan, D. (2019). 21. yy. becerileri edinmede dijitalleşen roller [21st century digitized roles in acquiring skills]. Y.K. Türel (Edt.) Öğretim teknolojileri [Instructional technologies]. Ankara: ASOS Yayınları.
  • Güçlü, İ. (2019). Sosyal bilimlerde nitel araştırma yöntemleri. [Qualitative research methods in the social sciences]. Ankara: Nobel Yayıncılık.
  • Güler, A., Halıcıoğlu, M.B. & Taşğın, S. (2014). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Yayıncılık.
  • Gününç, S. (2017). Eğitimde teknoloji entegrasyonun kuramsal temelleri. [Theoretical foundations of technology integration in education]. Ankara: Anı Yayıncılık.
  • Hammersley, M. & Traianou, A. (2012). Ethics in qualitative research: controversies and contexts. London: SAGE Pub.
  • Herreid, C.F. & Schiller, N.A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.
  • Johnson, B. & Christensen, L. (2012). Educational research quantitative, qualitative and mixed approaches. London: SAGE.
  • Kara, C.O. (2016a). Ters yüz sınıf. [Flipped classroom].Tıp Eğitimi Dünyası, (45), 12-26.
  • Kara, C.O. (2016b). Tıp fakültesi klinik eğitiminde “Ters yüz sınıf modeli” kullanılabilir mi? [Can flipped classroom model be used in clinical education program of medical faculty ?] Yayımlanmamış yüksek lisans tezi. Akdeniz Üniversitesi, Antalya.
  • Karagöz, Y. (2017). SPSS ve AMOS uygulamalı nitel-nicel-karma: Bilimsel araştırma yöntemleri ve yayın etiği.[ SPSS and AMOS applied qualitative-quantitative-mixed: Scientific research methods and publication ethics]. Ankara: Nobel Yayıncılık.
  • Kızıltepe, Z. (2015). İçerik analizi. [Content analysis]. F.N. Seggie & Y. Bayyurt (Edt). Nitel araştırma yöntem, teknik, analiz ve yaklaşımlar. [Qualitative research methods, techniques, analysis and approaches]. Ankara: Anı Yayıncılık.
  • LaFee, S. (2013). Flipped learning. Education Digest, 79(3), 13-18.
  • Levin, T. & Wadmany, R. (2005). Changes in educational beliefs and classroom practices of teachers and students in rich technology-based classrooms. Technology, Pedagogy and Education, 14(3), 281-307.
  • 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.
  • Meyer, L. (2015, 03 Mart). Research: Active learning more important than flipping the classroom. The Journal, https://thejournal.com/articles/2015/03/03/research-usingactive-learning-more-important-than-flipping-the-classroom.aspx Retrived Date: 15.02.2020.
  • Muir, T. & Geiger, V. (2016). The affordances of using a flipped classroom approach in theteaching of mathematics: A case study of a grade 10 mathematics class. Mathematics Education Research Journal, 28(1), 149–171.
  • Morgan, H. (2014). Focus on technology: Flip your classroom to increase academic achievement. Childhood Education, 90(3), 239-241.
  • Milman, N. (2012). The flipped classroom strategy: What is it and how can it be used? Distance Learning, 9(3), 85-87.
  • Özbaşı, D. (2019). Örneklem belirleme. [Sampling]. K. Yılmaz & R.S. Arık (Edt.) Eğitimde araştırma yöntemleri. [Research methods in education]. Ankara: Pegem Akademi Yayıncılık.
  • Özdemir, M.Ç. (2019). Ters yüz edilmiş sınıf uygulamalarının geometri öğretiminde kullanılmasının matematik öğretmeni adaylarının geometriye yönelik tutumlarına etkisinin incelenmesi. [The use of flipped classroom in geometry teaching investigation of the effect of the mathematics teacher candidates on the attitudes of geometry]. Yayınlanmamış yüksek lisans tezi. Bayburt Üniversitesi, Bayburt.
  • Presti, C.R. (2016). The flipped learning approach in nursing education: a literatüre review. Journal of Nursing Education, 55(5), 252–257.
  • Saladana, J. (2019). Nitel araştırmacılar için kodlama el kitabı.[ Coding handbook for qualitative researchers]. (Çev. Edt.) A. Tüfekci-Akcan & S.N. Şad Ankara: Pegem Akademi Yayıncılık.
  • Sığrı, Ü. (2018). Nitel araştırma yöntemleri. İstanbul: Beta Yayınları.
  • Szparagowski, R. (2014). The effectiveness of the flipped classroom. Honors Projects, 1-32.
  • Talbert, R. (2012). Flipped classroom. Colleagues, 9(1), 1-3.
  • Tıkaç, S. (2015). Nitel veri analiz programlarının veri analizinde kullanımı: Nvivo'ya bir bakış. [The use of qualitative data analysis programs in data analysis: a look at Nvivo]. F.N. Seggie & F. Bayyurt (Edt.) Nitel araştırma: Yöntem, teknik, analiz ve yaklaşımlar. [Qualitative research: Method, technique, analysis and approaches]. Ankara: Anı Yayıncılık.
  • Torun, F. & Dargut, T. (2015). Mobil öğrenme ortamlarında ters yüz sınıf modelinin. [A proposal for the applicability of flipped classroom model in mobile learning environments]. Eğitim Bilimleri Dergisi, 6(2), 20-29.
  • Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82.
  • Turan, Z. & Göktaş, Y. (2015). Yükseköğretimde yeni bir yaklaşım: Öğrencilerin ters yüz sınıf yöntemine ilişkin görüşleri. [A new approach in higher education : the students’ views on flipped classroom method]. Yükseköğretim ve Bilim Dergisi, 5(2), 156-167.
  • Turan, Z. (2015). Ters yüz sınıf yönteminin değerlendirilmesi ve akademik başarı, bilişsel yük ve motivasyona etkisinin incelenmesi.[The evaluation of flipped classroom method and examination of its effects on academic achievement, cognitive load and motivation]. Yayımlanmamış doktora tezi. Atatürk Üniversitesi, Erzurum.
  • Tymms, P. (2017). Questionnaires. R. Coe, M. Waring, L.V. Hedges & J. Arthur (Edt.) Research methods and methodologies in education. London: SAGE Pub.
  • Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri.[ Qualitative research methods in the social sciences]. Ankara: Seçkin Yayıncılık.
  • Yıldız, D., Kıyıcı, G. & Altıntaş, G. (2016). Ters-yüz edilmiş sınıf modelinin öğretmen adaylarının erişileri ve görüşleri açısından incelenmesi. [A research into the flipped classroom in terms of the academic achievement, and views of the prospective teachers]. Sakarya University Journal of Education, 6(3), 195-210.
  • Zuber, W.J. (2016). The flipped classroom, a review of the literature. Industrial and Commercial Training, 48(2), 97-103.
There are 53 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Serkan Aslan 0000-0001-8515-4233

Publication Date December 30, 2020
Published in Issue Year 2020 Volume: 7 Issue: 2

Cite

APA Aslan, S. (2020). Teacher Candidates’ Experiences with the Flipped Classroom Model: A Phenomenological Approach. International Journal of Contemporary Educational Research, 7(2), 202-211. https://doi.org/10.33200/ijcer.718461

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