This study aims to examine the effect of the flipped learning approach on academic achievement through meta-analysis method. The study consists of the published articles in scientific journals, master's and doctoral theses which have the necessary statistical data. The studies were obtained from various databases such as "EBSCOhost, ProQuest, JSTOR, Google Scholar, Turkish Academic Network and Information Center (TUBITAK ULAKBIM) Social Sciences Database, Turkish Council of Higher Education National Thesis Center and ERIC" by using keywords such as "flipped classroom", "flipped learning", "academic achievement". Within the scope of inclusion criteria, 55 studies were obtained. The data set was determined as 80 since the effect of the flipped learning approach on academic achievement was analyzed separately for each course in some studies. The results of the study reveal that there is a positive effect of the flipped learning approach on academic achievement compared to traditional learning approach. Besides, there is not a significant difference according to the implementation period. The effect of flipped learning on academic achievement is higher in small groups, and there is a significant difference between the groups according to being national/international.
The aim of this study is to examine the relationship between academic achievements and critical thinking dispositions of teacher candidates in Faculty of Education and to find out whether critical thinking dispositions and academic achievements scores of teacher candidates differ according to different variables. The population consists of the teacher candidates at the
This study aims to examine the primary education curricula prepared in 2017 in the context of gaining socialization, multiculturalism and democratic values. Analyses are carried out on the basis of social adaptation, social norms, individual responsibility, multicultural education, democracy culture, and rights and freedoms. The study is limited to the curricula of "Life Sciences", "Social Studies" and "Human Rights, Citizenship and Democracy" courses in which these knowledge and skills are predominant and carried out within the scope of the primary education curricula published by the Ministry of National Education in 2017. The study is conducted using document analysis method, one of the qualitative research methods. The data are analyzed using both descriptive and content analysis. The aims and the objectives of "Life Sciences", "Social Studies" and "Human Rights, Citizenship and Democracy" courses curricula are examined under the themes of socialization, democratic values and multiculturalism and categorized in terms of cognitive, affective and psychomotor learning domains. It is concluded that, in total, the number of objectives related to social adaptation, social norms and individual responsibility is qualitatively sufficient; however, the number of objectives related to democratic values and multiculturalism is insufficient in the primary education curricula.
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