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TERS YUZ EDİLMİŞ SINIF MODELİNİN ÖĞRETMEN ADAYLARININ ERİŞİLERİNE, USTBİLİŞ FARKINDALIKLARINA VE EPİSTEMOLOJİK İNANÇLARINA ETKİSİ

EFFECT OF THE FLIPPED CLASSROOM ON PROSPECTIVE TEACHERS'S ACADEMIC ACHIEVEMENT, METACOGNITIVE AWARENESS AND EPISTEMOLOGICAL BELIEFS

Journal Name:

Publication Year:

DOI: 
10.18026/cbusos.70886

Keywords (Original Language):

Abstract (2. Language): 
The aim of this study is to analyze effect of the flipped classroom used in Nature of Science and History of Science Course on prospective science teachers's academıc achievement, metacognitive awareness and epistemological beliefs. In the study, non-equivalent control group model was used. Including the research experiment (N:32) and control (N:34) groups, it has been carried out with the 66 (39female and 27 male) prospective science teachers. "Nature of Science and History of Science Achievement Test" "Metacognition Awareness Inventory" and "Epistemological Beliefs Questionnaire" were used as data instruments. The experimental procedure lasted 8 weeks. Findings showed that using the flipped classroom was significantly more effective on prospective science teachers's academıc achıevement, metacognitive awareness. However there was no significant difference on epistemological beliefs between experiment and control groups.
Abstract (Original Language): 
Araştırmanın amacı Bilimin Doğası ve Bilim Tarihi dersinde kullanılan Ters Yüz Edilmiş Sınıf modelinin Fen Bilgisi öğretmen adaylarının, akademik başarıları, üstbiliş farkındalıkları, epistemolojik inançları üzerindeki etkisini ortaya koymaktır. Çalışmada yarı deneme modellerinden "Denkleştirilmemiş Kontrol Gruplu Model" kullanılmıştır. Araştırma, Deney (N:32) ve Kontrol (N:34) grupları olmak üzere toplam 66 Fen Bilgisi öğretmen adayı ile yürütülmüştür. Çalışmaya katılan 66 öğretmen adayından 39'u kız 27'si erkektir. İşlem süreci toplam 8 hafta sürmüştür. Veri toplama aracı olarak "Bilimin Doğası ve Bilim Tarihi Dersi Başarı Testi", "Üstbiliş Farkındalık Envanteri",ve "Epistemolojik İnanç Ölçeği", kullanılmıştır. Sonuç olarak, Ters Yüz Edilmiş Sınıf modelinin Bilim Doğası ve Bilim Tarihi dersinde öğretmen adaylarının erişilerini ve üstbiliş farkındalıklarını arttırdığı ancak, epistemolojik inançlara anlamlı etkisi olmadığı tespit edilmiştir.

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