Ters Yüz Edilmiş Sinif Modelinin Öğretmen Adaylarinin Erişilerine, Üstbiliş Farkindaliklarina Ve Epistemolojik İnançlarina Etkisi
Effect of the Flipped Classroom on Prospective Teachers’s Academic Achievement, Metacognitive Awareness and Epistemological Beliefs
Author(s): Derya Göğebakan Yıldız, Gülbin KiyiciSubject(s): Metaphysics, Epistemology, Philosophy of Mind, Educational Psychology, Cognitive Psychology
Published by: Celal Bayar Üniversitesi Sosyal Bilimler Enstitüsü
Keywords: Flipped classroom; academic achievement; metacognition awarenes; epistemological beliefs; prospective teachers;
Summary/Abstract: 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.
Journal: Celal Bayar Üniversitesi Sosyal Bilimler Dergisi
- Issue Year: 14/2016
- Issue No: 03
- Page Range: 405-426
- Page Count: 22
- Language: Turkish