Sosyal Bilimler Alanında Yapılmış Dönüştürülmüş Sınıf Araştırmalarının İçerik Analizi

Abstract

In this study, it is aimed to reveal a general framework for the distribution of the flipped classroom researches conducted in our country by subject area and years, the methods and the patterns frequently used, the data collection tools widely applied, sampling characteristics, widely used data analysis methods, and distribution of results. In accordance with this purpose Tr index, based on flipped classroom model, articles of Social, Human Sciences database article lists, and the dissertations between the years of 2010-2018 of the thesis center of YÖK are studied. According as the search criteria "Flipped", 16 articles and 57 dissertations were analyzed by using content analysis method. According to the research results, it can be mentioned that the first studies using the flipped classroom model in our country started in 2014 and increased in the following years. Besides, it is seen that it is used intensively in EFL. In addition, it can be stated that the studies are mostly mixed method studies and the sample is mostly composed of the students of the Faculty of Education. Semistructured interviews and achievement tests are frequently used as data collection tools. In terms of online environments, Web 2.0 tools are often used. According to the results of the articles and dissertations, the effect of the flipped classroom model on academic achievement, self-control skills, communication, active participation, motivation, retention and self-confidence were reported. In the process of implementation of the flipped classroom model, the teacher's preparation, the videos that are not well-prepared and the lack of technical infrastructure of the students are mentioned as points to be considered. The examination of the log records in the researches to be made can be expressed as a suggestion.

An Investigation of the Effects of the Flipped Classroom Model on the Academic Success and Experience of Secondary School Students

“…Bu kavram ilk kez Strayer (2009) tarafından kullanılsa da Jonathan Bergmann ve Aaron Sams modelin öncüleri olarak öne çıkmaktadır. Alanyazında, Çevrilmiş öğrenme modeli (Sever, 2014;Topalak, 2016), Dönüştürülmüş sınıf modeli (Pehlivan & Arabacıoğlu, 2020;Uçar & Bozkurt, 2018), Evde ders okulda ödev modeli (Demiralay & Karataş, 2014;Kayan, 2020), Ters yüz edilmiş öğrenme (Hayırsever & Orhan, 2018), Tersine çevrilmiş sınıf (Erbil, 2019) ve Ters yapılandırılmış öğretim yöntemi (Özdemir, 2017) gibi isimlendirmelerle karşılaşılsa da en çok Ters yüz sınıf modeli (Strelan vd., 2020;Tucker, 2012) olarak bilinmektedir.…”