Opinions of the High School Students Regarding the Flipped Classroom Practice
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Livre de Lyon Academic Works of Livre de Lyon Educational Sciences 2020 OPINIONS OF THE HIGH SCHOOL STUDENTS REGARDING THE FLIPPED CLASSROOM PRACTICE Mehmet Ramazanoğlu Siirt University, [email protected] Follow this and additional works at: https://academicworks.livredelyon.com/edu_sci Part of the Higher Education Commons Recommended Citation Ramazanoğlu, Mehmet, "OPINIONS OF THE HIGH SCHOOL STUDENTS REGARDING THE FLIPPED CLASSROOM PRACTICE" (2020). Educational Sciences. 54. https://academicworks.livredelyon.com/edu_sci/54 This Book is brought to you for free and open access by Livre de Lyon, an international publisher specializing in academic books and journals. Browse more titles on Academic Works of Livre de Lyon, hosted on Digital Commons, an Elsevier platform. For more information, please contact [email protected]. ACADEMIC STUDIES IN EDUCATIONAL SCIENCES Editor Prof. Dr. Hulya GUR Lyon 2020 Editor • Prof. Dr. Hulya GUR 0000-0001-8479-8811 Cover Design • Aruull Raja First Published • December 2020, Lyon ISBN: 978-2-38236-041-5 © copyright All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by an means, electronic, mechanical, photocopying, recording, or otherwise, without the publisher’s permission. The chapters in this book have been checked for plagiarism by Publisher • Livre de Lyon Address • 37 rue marietton, 69009, Lyon France website • http://www.livredelyon.com e-mail • [email protected] PREFACE This book provides a detailed and up-to-date overview of works in education, science and mathematics education. This book is informative for especially educators, reseachers, academics, postgraduate students, preservive teachers, teachers and school leaders own development. It gives suggestions to educators, reseachers, academics, postgraduate students, preservive teachers, teachers, school leadersand policy makers and so on... The book presents educational articles on various aspects, all of them centred on the area of Area of Education and Pandemia. The book consists of eleven chapters and 173+-page work.Thus, first paper – “Opinions of the High School Students Regarding the Flipped Classroom Practice…”. The next work is “The Content Analysis of Studies on Individual Differences in Education In Turkey From 2000 to 2020”. After that, the paper entitled “Effectiveness of Remote Training with Covid- 19 Pandemic Source”, Another study “Investigatıon Of Awareness of Parents in the Pandemic Process and the Perspectives Related to Science and Education In This Process”, and other namely: “Multiple Intelligence Theory and Effective Learning in Visual Arts Education” , “The Relationship Between the Views of The Preservice Mathematics Teachers on Proof and Their Multiple Intelligence…”, “The Significance of Science Centers in Science Education…”, “The Effect of Positivist And Post-Positivist Paradigms on The Change of Validity Conceptualization”, “A Psychological Perspective on Organizational Loneliness…” and “Studies on Cognitive Load Theory in Turkey: A Literature Survey”. December, 2020 Prof. Dr. Hulya GUR Balikesir University I II CONTENTS PREFACE...………………………………………………………….....I REFEREES………………………………………………………….. V Chapter I M. Ramazanoğlu OPINIONS OF THE HIGH SCHOOL STUDENTS REGARDING THE FLIPPED CLASSROOM PRACTICE………………….…......................................1 Chapter II D. Demirbulak & S. Kambur & A. Ergin THE CONTENT ANALYSIS OF STUDIES ON INDIVIDUAL DIFFERENCES IN EDUCATION IN TURKEY FROM 2000 TO 2020.................................................................21 Chapter III Y. Çelen EFFECTIVENESS OF REMOTE TRAINING WITH COVID-19 PANDEMIC SOURCE…………...…............................41 Chapter IV G. Gürkan INVESTIGATION OF AWARENESS OF PARENTS IN THE PANDEMIC PROCESS AND THE PERSPECTIVES RELATED TO SCIENCE AND EDUCATION IN THIS PROCESS ……………………………..........................55 Chapter V M. Inceagac MULTIPLE INTELLIGENCE THEORY AND EFFECTIVE LEARNING IN VISUAL ARTS EDUCATION...........71 Chapter VI M. Doruk THE RELATIONSHIP BETWEEN THE VIEWS OF THE PRE- SERVICE MATHEMATICS TEACHERS ON PROOF AND THEIR MULTIPLE INTELLIGENCE………...79 Chapter VII G. Gürsoy THE SIGNIFICANCE OF SCIENCE CENTERS IN SCIENCE EDUCATION……………………………………….....95 Chapter VIII S. Çüm & E. K. Demir THE EFFECT OF POSITIVIST AND POST-POSITIVIST PARADIGMS ON THE CHANGE OF VALIDITY CONCEPTUALIZATION ………..............................119 Chapter IX A. N. Dicle A PSYCHOLOGICAL PERSPECTIVE ON ORGANIZATIONAL LONELINESS……………….129 Chapter X E. Ozdemir EXPECTATIONS AND FACTS FROM PROBLEM SOLVING IN MATHEMATICS: AN APPLICATION EXAMPLE…………………………………………...145 Chapter XI A.Yılmaz Virlan & D. Demirbulak STUDIES ON COGNITIVE LOAD THEORY IN TURKEY: A LITERATURE SURVEY…..………………………...173 Chapter XII R. Benlikaya NANOSCIENCE EDUCATION…..……………………….....191 IV REFEREES Prof. Dr. Hakan Uşaklı, Sinop Üniversitesi University, Turkey Prof. Dr. Hülya Gür, Balıkesir University, Turkey Assoc. Prof. Dr. Derya Orhan Göksün, Adıyaman University, Turkey Assoc. Prof. Dr. Hüseyin Çakır, Gazi University, Turkey Assoc. Prof. Dr. Soner Yıldırım, Prizren University, Kosovo Asst. Prof. Dr. Mevhibe Kobak Demir, Balıkesir University, Turkey Asst. Prof. Dr. Başak Barak, Anadolu University, Turkey Asst. Prof. Dr. Münevver Muyo Yıldırım, Prizren University, Kosova Asst. Prof. Dr. Suphi Önder Bütüner, Bozok University, Turkey Dr. Mehmet Şahin Solak, Siirt University, Turkey VI CHAPTER I OPINIONS OF THE HIGH SCHOOL STUDENTS REGARDING THE FLIPPED CLASSROOM PRACTICE Mehmet Ramazanoğlu (Asst. Prof. Dr), Siirt University, e-mail: [email protected] 0000-0001-6860-0895 INTRODUCTION The effects of technology which is rapidly becoming widespread and is developing today can also be seen in the field of education as it has affected many areas. With these effects, it has become inevitable for technology to enter the classroom environment. In addition, the learner has been taken to the center with the development of various learning approaches (Bolat, 2016). The only aim of education has become to equip the learner with multiple skills and talents such as learning collaboration, problem solving, creative and critical thinking, as well as accessing information (Gerstein, 2014). In the 21st century, teacher-centered classes as the information source have been replaced by innovative classes which are in cooperation with teacher-student (Singh, 2014). In this context, it has become a necessity to design learning-teaching environments and learning is aimed to be effective and permanent by the learning environments with educational technologies. When we look at the studies carried out in the field of educational technologies, it can be seen that different tools have been used in terms of technology in the practices performed in the classroom and various learning approaches have started to be used (Aydın, 2016; Bell, 2015; Farah, 2014; Yestrebsky, 2015). Blended learning, which is one of these approaches, has emerged by blending the effective aspects of distance education and face-to-face education (Garrison & Kanuka, 2004) uses the advantage of these two learning environments (Unsal, 2007). In other words, it is the blending of the face-to-face education in the classroom environment and the education which students conducts with different online environments and tools outside the classroom and shape its place, time and speed according to their needs (Staker & Horn 2012). Thus, the learner benefits from the strengths of face-to-face education and technology-supported learning environment. In online environments, teaching can be performed asynchronously with materials such as video, audio recording, text or practices such as forum discussions or it can be carried out simultaneously with practices such as audio/video conferencing, instant messaging or distance learning environments (Hew & Cheung, 2014). Blended learning increases the communication between teacher and student as classroom time is used more efficiently and actively and costs can be reduced (Stein & Graham, 2014). Blended Learning Types: Different classifications were made for the blended learning model. Rossett and Frazee (2006) discussed blended learning in three groups while Staker and Horn (2012) discussed it in four groups. The classification of Staker and Horn (2012) is presented in figure 1. Rotation Model Station-Rotation Model Lab-Rotation Flex Model Model Blended Learning Flipped- Self-Blend Classroom Model Model Individual- Rotation Model Enriched Virtual Model Figure 1. Blended Learning Types In the rotation model, which is among the blended learning types, learner rotates between various learning environments according to the directions of the teacher (Staker & Horn, 2012). In this environment, which consists of different learning environments, at least one of the environments must be an online learning environment. Other learning environments can be project assignments, face-to-face learning or group work. Flipped-classroom model, which is one of the subheadings of the rotation model, is model that blends the advantages of technology-enriched online environments and face-to-face education. Flipped classroom model The flipped classroom model, unlike the traditional education, is a model that offers students the opportunity to learn theoretical knowledge outside of school on their own and apply it in the school (Zownorega, 2013). It is a learning-teaching model that provides teachers with the opportunity to make one-to-one communication with the students