KaydedilenlerDerginizi ekleyin

Dergiler / Bartın Üniversitesi Eğitim Fakültesi Dergisi / 2020 / Cilt: 9 - Sayı: 2

Flipped Classroom Model in High School Mathematics

Oğuzhan TEKİN
Esma EMMİOĞLU SARIKAYA
Sayfa
301–314
Yayın Tarihi
2020-06-05
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Based on the findings of the current study, it was suggested that, flipped classroom model can be used in high school mathematics courses.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Öz The aim of this study was to examine the effect of the flipped classroom model on 10th grade students’ mathematics achievement and mathematical attitudes.
📊
Temel Bulgular & Veri:The participants consisted of 67 tenth grade students in two groups as control (n=33) and experiment (n=34).
💡
Sonuç & Katkı:Based on the findings of the current study, it was suggested that, flipped classroom model can be used in high school mathematics courses.
🔬Tür:Modelleme & Sayısal Simülasyon
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Anahtar Kelimeler Flipped classroom · Mathematics achievement · Attitudes

Özet

Öz The aim of this study was to examine the effect of the flipped classroom model on 10th grade students’ mathematics achievement and mathematical attitudes. The research has as a pre test post test quasi-experimental design with a control group. The participants consisted of 67 tenth grade students in two groups as control (n=33) and experiment (n=34). A non-interventional, regular mathematics instruction (technology integrated face to face classroom model) currenlty being implemented by state schools was applied in the control group. Flipped classoom model was used in the experimental group. The data were collected by using the “Mathematics Achievement Test” and the “Attitudes towards Mathematics Instrument”. In the analysis of the data, a repeated samples t-test and independent samples t-test were used. The critical value was taken as .05 for all statistical tests. The findings of the study revealed that the experimental group students in flipped classroom model had statistically significantly higher scores on both mathematics achievement and mathematical attitudes than the control group students. Based on the findings of the current study, it was suggested that, flipped classroom model can be used in high school mathematics courses.

🔖

Bu Makaleye Atıf Yap

TEKİN, O., SARIKAYA, E. E. (2020). Flipped Classroom Model in High School Mathematics. Bartın Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 9 - Sayı: 2, 301–314. https://ajindex.com/articles/90177

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (13)

  1. Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research ve Development, 34(1), 1-14.
  2. Akyüz, G., & Pala, N. M. (2010). PISA 2003 sonuçlarına göre öğrenci ve sınıf özelliklerinin matematik okuryazarlığına ve problem çözme becerilerine etkisi. İlköğretim Online, 9(2), 668-678.
  3. Alkan, C. (1996). Uzaktan eğitimin tarihsel gelişimi. Türkiye, 1, 12-15.
  4. Avcı, E., Coşkuntuncel, O., & İnandı, Y. (2011). Ortaöğretim on ikinci sınıf öğrencilerinin matematik dersine karşı tutumları. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 7(1), 50-58.
  5. Aybek, B. (2007). Konu ve beceri temelli eleştirel düşünme öğretiminin öğretmen adaylarının eleştirel düşünme eğilimi ve düzeyine etkisi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16(2), 43-60.
  6. Aysan, F., Tanrıöğen G., & Tanrıöğren, A. (1996). Perceived causes of academic failure among the students at the faculty of education at Buca. US Departmant of Education, 4, 43-63.
  7. Baker, W. J. (2000). The “classroom flip”: Using web course management tools to become the guide by the side. Cedarville University: Communication Faculty Publication, 9-17.
  8. Baki, A. (2001). Bilişim teknolojisi ışığı altında matematik eğitiminin değerlendirilmesi. Milli Eğitim Dergisi, 149(1), 26-31.
  9. Balaman, F., & Tüysüz, C. (2011). Harmanlanmış öğrenme modelinin 7. sınıf öğrencilerinin fen ve teknoloji dersindeki başarılarına, tutumlarına ve motivasyonlarına etkisinin incelenmesi. Batı Anadolu Eğitim Bilimleri Dergisi, 2(4), 75-90.
  10. Başol, G. (2018). Eğitimde ölçme değerlendirme. Ankara:
  11. Pegem Akademi. Bates, S., & Galloway, R. (2012). The inverted classroom in a large enrolment introductory physics course: A case study. Web: https://www2.ph.ed.ac.uk/~ rgallowa/Bates_Galloway.pdf. ET: 02/07/2017.
  12. Becker, S. A., Cummins, M., Davis, A., Freeman, A., Hall, C. G., & Ananthanarayanan, V. (2017). NMC horizon report: 2017 higher education edition. The New Media Consortium,1-60,Web: https://www.learntechlib.org /p/174879/ report_174879.pdf. ET: 04/05/2017.
  13. Bersin, J. (2004). The blended learning book: Best practices, proven methodologies, and lessons learned. New Jersey: John Wiley & Sons. Bishop, J. L., & Verleger, M. A. (2013, 23-26 June). The flipped classroom: A survey of the research. In American Society for Engineering Education National Conference proceedings, Atlanta. Büyüköztürk, Ş. (2015). Sosyal bilimler için veri analizi el kitabı. Ank