Flipped Classroom on Fifth Grades’ 21st Century Skills and Scientific Epistemological Beliefs

Murat, Merve; Çam, Aylin

doi:10.46328/ijte.94

Cited by 3 publications

(3 citation statements)

References 30 publications

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“…Similar findings related to character values formed during the flipped classroom learning process, namely (Rombot et al, 2018;Murat & Cam, 2021) explains that the use of flipped classes produces several characteristics such as honest, independent, creative, collaboration, communication, and responsible take responsibility for their learning and be aware of their learning needs. Similar findings related to character values formed during the flipped classroom learning process, namely (Olifia Rombot., Ferry Doringin., & Freddy Widya Ariesta, 2018) which explains that the use of flipped classroom produces several characters such as honest (82.2%), independence ( 84.4%), creative achievement (87.5%), responsibility (85.9%).…”

Section: Student Character Valuesupporting

confidence: 62%

A Systematic Literature Review of Flipped Classroom: Is It Effective On Student Learning in Elementary School?

2023

Pegegog

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Flipped Classroom is a reverse classroom learning model that requires more active student participation. However, flipped classrooms are still rarely practiced at the elementary school level. Students must study learning material before discussing it in class. Writing this Systematic Literature Review aims to analyze and evaluate the effectiveness of the Flipped classroom on student learning in elementary schools. The method used is Systematic Literature Review by review Using 12 articles related to the effectiveness and implications of flipped classrooms for elementary students. These articles were obtained from the Google Scholar database for the 2016-2022 range. The results of the study show that learning using the Flipped Classroom is effectively implemented in elementary schools. Flipped classroom can develop students' active participation and independence. so that the teacher only acts as a facilitator. Flipped Classroom can foster a sense of responsibility, critical thinking skills, curiosity, honesty, creativity and motivate students to learn according to their own pace of learning. This study recommends that the implementation of the flipped classroom learning model should first be introduced to the learning culture. and s Several other components that must be mastered by teachers and students to avoid difficulties during flipped classroom learning. With these considerations, flipped classroom learning can run optimally.

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Section: Student Character Valuesupporting

confidence: 62%

A Systematic Literature Review of Flipped Classroom: Is It Effective On Student Learning in Elementary School?

2023

Pegegog

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“…In other words, art plays a distinctive role here as well (Erdoğan, 2020). 21st century skills express the characteristics that enable individuals to become good citizens and qualified workers in this century's information society (Ananadou & Claro, 2009;Murat & Cam, 2021). Key skills used, on the other hand, refer to developing a form of cognitive, behavioral or emotional expertise not only in school life but also beyond school.…”

Section: öZtürk 116mentioning

confidence: 99%

Examination of 21st Century Skills and Technological Competences of Students of Fine Arts Faculty

Ozturk

2022

IJEMST

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In this study, 21st century skills and technological tendencies of the students of the Faculty of Fine Arts were examined with a relational approach in terms of some variables. With this aim, the 21st century skills and technological competences of the students of the Faculty of Fine Arts were compared in terms of gender and grade level variables. In this respect, this study is a comparative relational survey research. The study was carried out with 198 students studying fine arts at different universities in Turkey. The 21st century skills scale and the technological susceptibility scale were used as data collection tools. In the study, t-test for independent groups, one-way analysis of variance and correlation analysis techniques were used for data analysis. In the study, it was found that the 21st century skills of fine arts students were relatively high, while their technological susceptibility was moderate. It was found that the 21st century skills and technological predispositions of the participant students differed in terms of gender and grade level. Finally, a positive, significant and high-level relationship was found between the 21st century skills and technological predispositions of the students of the Faculty of Fine Arts.

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“…In the real sense of making the training situation active and provide for trainees' self-regulatory practices, the pedagogic or curriculum implementation procedures must have designed and made to practice on participative, formative and developmental manner of the trade. Participative learning in the form of flipped classroom could help much in that regard as it could provide for students' practices of technology well-ahead, increased engagement and progressive communication between the trainees and the trainers (Albalawi, 2018;Alharthi & Zhang, 2021;Çakır, Sayın, & Bektaş, 2021;Fayombo, 2012;Murat & Cam, 2021;Okmen & Kilic, 2020;Shukla & Mcinnis, 2021;Stone, 2012).…”

Section: Summary Of Major Findings Regarding Curriculum Design and Pe...mentioning

confidence: 99%

Responsiveness of Driving Curriculum Provision to Efficient Driving Training: Survey into Contemporary Driving Practices in Ethiopia

Kufi¹

2021

REPAM

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This research focused on investigating curricular efficiency in drivers’ training to ensure risk-free driving. Issues of concern were efficiency of the driving curriculum with respect to clarity in expected learning outcomes, pedagogic provisions and assessment. Interpretive research design was used to give shape to the data collection and analysis. Data were collected in the form of experiential and archival reflections. Accordingly, experiences in planning, implementing and assessing drivers’ training curricula and implementation strategies were looked into. Data were collected from seven institutions providing drivers’ training in Asella (n=3) and Adama (n=4) Towns of Ethiopia, selected through purposive sampling. The findings indicated that, the drivers’ training was largely based on a short-span provision which was far below the standard to ensure in-depth practices. The curricular materials lacked well-organized components with regard to clear statement of learning outcomes, organization of contents and skills, clarity in role-orientation, and depth in assessment. Moreover, the psychological consideration to individual differences among trainees, awareness about would-be customers and coping strategies for risks in time of accidents were less stressed. Though technical aspects of handling vehicles were well-grounded, awareness about the community with respect to road-safety was minimal. Team-works among concerned stakeholders to boost drivers’ understanding and skills were also non-existent.

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Flipped Classroom on Fifth Grades’ 21st Century Skills and Scientific Epistemological Beliefs

Cited by 3 publications

References 30 publications

A Systematic Literature Review of Flipped Classroom: Is It Effective On Student Learning in Elementary School?

A Systematic Literature Review of Flipped Classroom: Is It Effective On Student Learning in Elementary School?

Examination of 21st Century Skills and Technological Competences of Students of Fine Arts Faculty

Responsiveness of Driving Curriculum Provision to Efficient Driving Training: Survey into Contemporary Driving Practices in Ethiopia

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