The Effect of the Use of the Flipped Learning Model in the Social Studies Course on the Students' Academic Success and Higher-Order Thinking Skills

Abstract

The aim of the study was to test the effect of using the flipped learning model in social studies course on students' academic achievement and higher-order thinking skills, and to determine student views on this model. Explanatory sequential design, one of the mixed research methods, was used in the research. The study group of the research consisted of 30 students studying at the 7th grade in two secondary schools affiliated to the Ministry of National Education in the Bor District of Niğde Province in Turkey. As a result of the research, it was concluded that the academic achievement and higher-order thinking skill total scores of the students in the experimental group, in which the social studies course was conducted with the flipped learning model, were statistically significant and at a higher level compared to the students in the control group. The analysis of the data obtained from the semi-structured interviews also revealed the students learned the subjects better with this model and had positive thoughts about the model in the social studies course conducted with the flipped learning model.

Ters Yüz Sınıf Modeline Yönelik Dijital İçerik Tasarımı: Biyoloji Dersi Örneği

“…The following suggestions have been made for digital content to be developed to be used in many fields, especially in biology teaching; i) the increase in studies to be carried out with H5P and similar applications can contribute to researchers working in the relevant subject area, ii) educators developing digital content should prefer applications that include interactions, iii) educators should pay attention to video duration and quality, iv) content must be presented without restrictions on student access. Baker, 2016;Fulton, 2012;İşçi & Yazıcı, 2023). Sınıf içinde uygulanan aktif ve iş birlikli görevler öğrenci-öğrenci etkileşimini de olumlu yönde arttırır (Bergmann & Sams, 2012).…”

Development of higher order thinking skill assessment instruments in social studies learning

“…Furthermore, the learning objectives should correspond to a good learning base and good tools. Learning assessments in the revised 2013 curriculum include i) knowledge through written exams; ii) job and project skills; and iii) attitudes through observation, self-assessment, and diaries [32]. Various aspects of assessment require social studies teachers to devise lesson plans to achieve these competencies [33], [34].…”