MÜZİK DERSİNDE ÇEVRİLMİŞ ÖĞRENME UYGULAMASININ ÖĞRENCİLERİN ÖZDEĞERLENDİRME DURUMLARINA ETKİSİ

STUDENTS’ SELF-ASSESSMENTS REGARDING THE EFFECTS OF FLIP LEARNING PRACTICE IN MUSIC LESSONS

Özet

Öğretmen merkezli klasik sınıf modelinde öğrenme, öğretmenin anlatımıyla sınıfta gerçekleşir ve ev ödevleriyle pekiştirilir. Çevrilmiş öğrenme modelinde ise öğrenmenin bilgi alma ve kavrama aşamalarının teknoloji yardımıyla sınıf ortamının dışına çıkartılması hedeflenir. Bu sayede öğrenciler sınıfa konuyu bilerek gelirler ve sınıf ortamında analiz sentez ve değerlendirme gibi öğrenme basamaklarına ilerlemek mümkün olur. Bu araştırma için yapılmış çevrilmiş öğrenme uygulamasında piyano dersine yönelik öğrenme hedefleri ve konuları belirlenmiş, bu konular zorluk derecelerine göre sıralanarak uygulamaya dönüştürülmüştür. Piyano alanı hem görsel hem işitsel materyal kullanımı gerektirdiği için, çevrilmiş öğrenme uygulamasında öğretim videoları kullanılmıştır. Bu sayede öğrencilerin istenen performansı önceden görerek özdeğerlendirme yapabilmeleri için gerekli somut alt yapı oluşturulmuştur. Bu çalışmanın amacı öğrencilerin piyanoyu doğru çalma konusundaki farkındalık durumlarını iki farklı yöntem kullanarak belirlemektir. Bu hedefe ulaşmak için tek gruplu öntest- son test araştırma deseni kullanılmıştır. Araştırmaya Ankara Üniversitesi Sınıf Öğretmenliği ve Okul Öncesi Öğretmenliği Anabilim Dallarından toplam 98 öğrenci katılmıştır. Öğrencilerle önce klasik sınıf modeli ile sonra da çevrilmiş öğrenme ile uygulama yapılmıştır. Öğrencilerin gelişimlerini isabetli bir biçimde ölçebilmek için tempo, ritim, melodi ve çalış tekniği kategorilerini içeren bir dereceli puanlama ölçeği kullanılmıştır. Çevrilmiş öğrenme uygulamasından sonra uzman puanlamaları ve öğrenci öz değerlendirme formları arasındaki farkın anlamlı bir biçimde azaldığı gözlenmiştir. Çevrilmiş öğrenme uygulamasının öğrencilere performans farkındalığı sağlayarak özdeğerlendirme düzeylerini arttırdığı ortaya çıkmıştır.

Abstract

In the teacher-centered classroom model, learning takes place in the classroom with the teacher’s explanation and reinforced by homework. In the flipped learning model, information and comprehension stages of learning are aimed to move out of the classroom environment by using technological tools. In this way, students become familiar with the topic of class, and it is possible to advance to learning stages such as analysis, synthesis and evaluation in the classroom environment. In this research the learning objectives and elements of the flipped learning application were determined and ranked according to difficulty levels that is necessary to build the concrete infrastructure required for students to self-evaluate their playing skills. Since the piano field requires the use of both visual and auditory material, instructional videos are used in flipped learning practice. The purpose of this research is to determine the improvement of students’ self awareness on accurately playing piano in two different teaching methods. To achieve this goal, a single-group pretest-posttest research design was used. A total of 98 students from Ankara University Primary School Teaching and Preschool Teacher Education Division participated in the research. To assess students’ progress more accurately, a rubric with four criterias: tempo, rhythmic accuracy, melodic accuracy, and fingering developed by three field specialists, used for self-assessment and expert assessments of the performances was applied on the basic skills of learning piano. After the flip learning application, the difference between students’ own scores and the performance evaluation scores of the experts significantly decreased. It emerged that flipped learning has increased selfassessment levels by providing performance awareness to students. * Supported by the Ankara University, Scientific Research Fund BAP Project No. 15B0630002. ** Doç. Dr. Ankara Ünv. Eğitim Bilimleri Fakültesi Temel Eğitim Bölümü, El-mek: [email protected] *** Arş. Gör. Dr. Gazi Ünv. Güzel Sanatlar Eğitimi Bölümü, El-mek: [email protected] 506 Salim SEVER - Gülşah SEVER Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic Volume 12/18 STRUCTURED ABSTRACT Learning is an enduring change in behavior or a skill to behave in a given fashion, which results from practice or other forms of experiences. There is a need for intensive, multi-faceted, planned interactions to ensure effective and sustainable learning. Different kinds of active learning practices are emerging in the field of scientific research in recent years regarding the nature of learning that aim to increase interaction in education. One of these approaches is the Flipped Learning Classroom. In the flipped learning model, in contrast to the traditional classroom model, information and comprehension stages of learning are aimed to move out of the classroom environment by using technological tools. The purpose of this approach is to transform information obtained in-class time into a higher level learning environment where analysis, synthesis and evaluation are done In the field of music, performance skills are exhibited at each lesson. Thus, it is expected that the student will have to make an accurate assessment between his / her performance and expected performance. A student who can assess himself correctly will have performance awareness during his own individual working time and will have a faster development than students with a low level of musical playing awareness. In other words, the students will be their own teachers. The purpose of this research is to determine the improvement of students’ self awareness on accurately playing piano in two different teaching methods. Whether there is a significant difference between the self-assessment and the expert assessment scores on the traditional teacher oriented teaching method and the flipped learning application were aimed to be investigated. To achieve this goal and to assess students’ progress more accurately, a rubric with four criterias: tempo, rhythmic accuracy, melodic accuracy, and fingering is used. Flipped learning has implementations in areas of science for a few years. But it is new at skill oriented fields such as music education. This research is important in terms of testing the effectiveness of the flipped learning approach by transferring it into the music field. In the learning process, higher level learning stages such as analysis, synthesis, and evaluation can be reached by the flipped learning approach. This study is crucial in terms of using cognitive strategies both for transforming knowledge into skills and transforming skills into a performance. This study is a pre-experimental design conducted within a single group pre-test-post-test model. In a single group pre-test-post-test model, the independent variable is applied to a randomly selected group. Both pre-test and post-test measurements are applied. In this study, whether there was a difference between the traditional teaching method and the flipped learning model in terms of students’ self-assessment scores and expert evaluations was examined. In order to achieve this aim, a teacher-centered music lesson was delivered to 98 students and self-assessment forms were taken as pretest. Then flipped learning model was applied to the same students. After Students’ Self-assessments Regarding the Effects of Flip Learning… 507 Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic Volume 12/18 this flipped learning practice self-assessment forms of the students were taken as a post-test. For the expert evaluation, the student performances were recorded with a video camera. Three field experts examined the records and evaluated them with the rubric. It was determined whether there was a difference between students’ and the expert’s self-assessment scores obtained on both measures. T