Fen Bilimleri Dersinde Aktif Öğrenmeye Dayalı Etkinliklerle Yapılan Ters-Yüz Sınıf Modelinin İncelenmesi

Abstract

In this study, the purpose was to determine the effect of the flipped classroom (FC) model accompanied by active learning activities within the scope of the lesson unit of “Matter and Heat” on the academic achievement, permanency, metacognitive awareness and self-efficacies of students and to determine the views of the students and their parents about the application. The study was conducted in a public school in Ankara in the second semester of the 2021-2022 academic year with a total of 105 students. In the study, there were two experimental groups (n=55) and two control groups (n=50). The FC model was applied to the experimental group, and the lessons were taught according to the current curriculum in the control group. In the study, explanatory sequential design, one of the mixed method designs, was used. The pretest-posttest control group model, which is a quasi-experimental model, was used in the quantitative part, and as the data collection tool, the “6th Class Matter and Heat Achievement Test”, “Metacognitive Awareness Scale for Children” and Science and Technology Self-Efficacy Scale were applied. In the qualitative aspect of the study, the case study was used to determine the views of the experimental group students about the FC application. In addition, the views of the students and their parents were taken with an opinion form. The quantitative data of the study were analyzed with the SPSS-23 program, while the qualitative data were examined using content analysis and descriptive analysis. When the data obtained in the study were analyzed, it was found that the FC model increased the academic achievement, permanency, metacognitive awareness and self-efficacies of the students in favor of the experimental group. In addition, it was revealed that the students and their parents generally had positive views about the FC model and that the qualitative data supported the quantitative data. It was seen that the FC model made significant contributions to the students in terms of the effectiveness of the teaching. In the study, it was suggested that in order for the FC model to be successfully implemented, students should have technological tools and Internet access and that they should come to the classroom by watching the videos and doing their preliminary learning.