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Journals / Bartın Üniversitesi Eğitim Fakültesi Dergisi / 2020 / Cilt: 9 - Sayı: 3

Flipped Classroom Experiences of Preservice Teachers: Implications from a Mathematics Course

Öğretmen Adaylarının Ters-Yüz Edilmiş Sınıf Deneyimleri: Matematik Dersinden Çıkarımlar

Taner ARABACIOGLU
Ersen YAZICI
Deniz ÖZEN ÜNAL
Pages
527–544
Publication Date
2020-10-05
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Further research, gamification are used or environments enriched with virtual reality applications can be performed.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Öz The purpose of this research was to analyze the process of teaching mathematics through the flipped classroom model based on preservice teacher opinions.
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Key Findings & Data:The study group consisted of 16 preservice teachers from a primary school teaching program at a state university in Turkey who agreed to participate voluntarily.
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Conclusion & Impact:Further research, gamification are used or environments enriched with virtual reality applications can be performed.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Anahtar Kelimeler Mathematics courses · Flipped classroom · Preservice teacher

Özet

Öz The purpose of this research was to analyze the process of teaching mathematics through the flipped classroom model based on preservice teacher opinions. The study group consisted of 16 preservice teachers from a primary school teaching program at a state university in Turkey who agreed to participate voluntarily. The research was designed as a practical action research study. After the five-week implementation period, two separate focus group discussions occurred with the volunteer preservice teachers. Consequently, in addition to the positive contribution to learner responsibility made by the flipped classroom, it was also observed that the in-class teamwork processes contributed to make the mathematics course entertaining. Moreover, peer learning was implemented, and the sense of belonging made a positive contribution to academic achievement in a teamwork process. In addition, preservice teachers started to see the academician as a role model at the end of the implementation process; this was a valuable result in terms of pedagogical contribution. Further research, gamification are used or environments enriched with virtual reality applications can be performed.

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Cite This Article

ARABACIOGLU, T., YAZICI, E., ÜNAL, D. Ö. (2020). Flipped Classroom Experiences of Preservice Teachers: Implications from a Mathematics Course. Bartın Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 9 - Sayı: 3, 527–544. https://ajindex.com/articles/85112

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References (5)

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