10. sınıf coğrafya dersi iç kuvvetler konusunun öğretiminde ters yüz öğrenme modelinin etkililiğinin incelenmesi
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Dosyalar
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Amaç: Bu araştırma "10. sınıf coğrafya dersi iç kuvvetler konusunun öğretiminde ters yüz öğrenme modelinin etkililiğini" incelemeyi amaçlamaktadır. Bu kapsamda ters yüz öğrenme modeliyle işlenen coğrafya derslerinin öğrencilerin akademik başarısına, derse yönelik tutumlarına ve öğrenilenlerin kalıcılığına etkisini belirlemek ve öğrencilerin ters yüz öğrenme modeline ilişkin görüşlerini tespit etmek amaçlanmıştır. Yöntem: Araştırma, 2021-2022 eğitim-öğretim yılının I. döneminde Konya ilinde yer alan Mesleki ve Teknik Anadolu Lisesi, Anadolu İmam Hatip Lisesi ve Sosyal Bilimler Lisesi olmak üzere 3 farklı okul türünde eş zamanlı olarak yapılmıştır. Araştırmanın çalışma grubunu adı geçen okulların 10. sınıflarında öğrenim görmekte olan ve deney grubunda 72, kontrol grubunda 68 olmak üzere toplam 140 lise öğrencisi oluşturmuştur. Çalışma, açıklayıcı sıralı desen modelinde bir karma yöntem araştırmasıdır. Araştırmada nicel ve nitel veriler birlikte toplanmıştır. Nicel verilerin toplanmasında 10. sınıf coğrafya dersi "İç Kuvvetler" konusunu kapsayan çoktan seçmeli 29 sorudan oluşan "coğrafya dersi başarı testi" ve 34 maddeden oluşan "coğrafya dersi tutum ölçeği" kullanılmıştır. Ters yüz öğrenme modeline ilişkin öğrenci görüşlerini içeren nitel veriler ise yarı yapılandırılmış öğrenci görüşme formu kullanılarak elde edilmiştir. Araştırmada nitel verilerin analizinde betimsel analiz yöntemi, nicel verilerin analizinde ise SPSS programı kullanılmış, bağımsız ve bağımlı gruplar t testi, çoklu karşılaştırmalarda ise tek yönlü varyans analizi (ANOVA) yapılarak veriler analiz edilmiştir. Bulgular: Çalışmada kullanılan coğrafya başarı testinin KR-20 güvenlik katsayısı 0,844 olarak ölçülmüştür. Başarı testi ve tutum ölçeği ile elde edilen puanların çarpıklık ve basıklık değerleri incelenmiş verilerin normal dağılım gösterdiği görülmüştür. 29 sorudan oluşan başarı ön test puan ortalaması 10,5 son test puan ortalaması 16,7; kalıcılık testi ortalama puanı 15,0; pilot uygulama ortalama puanı 14,2 olarak hesaplanmıştır. Tutum ölçeği ön test ortalama puanı 117,5, son test puanı 128,0 olarak ölçülmüştür. Çalışmadan elde edilen nicel verilere göre ters yüz öğrenme modelinin öğrencilerin akademik başarılarını artırdığı görülmüşse de mevcut öğretim programında öngörülen yöntemlerle işlenen derslere göre akademik başarı düzeyi ve öğrenilenlerin kalıcılığı üzerinde istatistiksel olarak anlamlı bir etki oluşturmadığı belirlenmiştir. Bununla birlikte ters yüz öğrenme modelinin öğrencilerin derse yönelik tutumları üzerinde istatistiksel olarak anlamlı bir etki oluşturduğu tespit edilmiştir. Nitel verilerin analizinde ise öğrencilerin %72,2'sinin ters yüz öğrenme modelini verimli buldukları, %77,8'inin modelin olumlu yönlerinin bulunduğunu, %61,1'inin ise derslerin işlenişinde ters yüz öğrenme modelinin uygulanmasını tercih ettiklerini belirterek modele yönelik olumlu görüşlere sahip oldukları ve modelin derse katılımı artırdığı belirlenmiştir. Deneysel işlem sürecinde bir kısım öğrencilerin EBA ve internette yaşadıkları teknik sorunlardan dolayı gönderilen çalışmaların bazılarını takip edemediklerini bir kısım öğrencinin ise bu modelde işlenen dersleri anlamakta güçlük çektiklerini belirtmişlerdir. Sonuç: Ters yüz öğrenme modelinin başarıya ulaşması için öğrencilere gönderilen öğretim materyallerinin öğrenilecek konuyla uyumlu olması ve işlenecek konuyu kapsaması, video sürelerinin uzun olmaması, gönderilen çalışmaların öğrencilerde bıkkınlık oluşturacak kadar çok olmaması, çalışmaların yapılıp yapılmadığının ders öncesinde tespit edilmesi, çalışmaların yapılması konusunda öğrencilerin sürekli teşvik edilmesi, dijital kaynaklarla yapılan öğretimin tümüyle yüz yüze eğitimin yerini almaması, öğrencilerle öğretmen arasında iletişim kanallarının açık tutulması önemli görülmektedir.
Purpose: This research aim is to examine "The Effectiveness of the Flipped Learning Model in Teaching the Subject of Internal Forces in the 10th Grade Geography Lesson". In this context, it is aimed to determine the effects of geography lessons processed with the flipped learning model on the academic success of students, their attitudes towards the course and the permanence of what has been learned, and to determine the opinions of students about the flipped learning model. Method: The research was carried out simultaneously in 3 different school types, namely Vocational and Technical Anatolian High School, Anatolian Imam Hatip High School and Social Sciences High School, located in the province of Konya, in the first term of the 2021-2022 academic year. The study group of the research consisted of 140 high school students, 72 in the experimental group and 68 in the control group, who were studying in the 10th grade of the aforementioned schools. The study is a mixed method research in the explanatory sequential design model which was carried in a semi-experimental pattern with a pre-test/post-test control group. Quantitative and qualitative data were collected together in the research. Quantitative data were collected using the "geography lesson achievement test" with 29 questions covering the topic "Internal Forces" and the "geography lesson attitude scale" consisting of 34 items. Student opinions on the inverse learning model were obtained by using a semi-structured student interview form. In the research, descriptive analysis method was used in the analysis of qualitative data and SPSS program was used in the analysis of quantitative data, independent and dependent groups t-test, and in multiple comparisons, one-way analysis of variance (ANOVA) was used to analyze the data. Findings: The KR-20 safety coefficient of the geography achievement test used in the study was calculated as 0.844. The skewness and kurtosis values of the scores obtained with the achievement test and attitude scale were examined and it was seen that the data showed a normal distribution. The average score of the success pre-test consisting of 29 questions was calculated as 10.5, the average score of the final test was 16.7, the average score of the permanence test was 15,0, and the average score of the pilot application was calculated as 14.2. The average pre-test score of the attitude scale was measured as 117.5 and the final test score was measured as 128.0. According to the quantitative data from the study although it was seen that the flipped learning model increased the academic achievement of the students, it was determined that it did not have a statistically significant effect on the level of academic achievement and the permanence of what was learned, according to the methods prescribed in the current curriculum. However, it has been found that the flipped learning model had a statistically significant effect on students' attitudes towards the lesson. In the analysis of qualitative data, it was determined that 72.2% of the students found the flipped learning model efficient, 77.8% found that the model had positive aspects and 61.1% preferred the application of the flipped learning model in the teaching of the lessons and they had positive views on the model and the model increased participation in the lesson. During the experimental process, some students stated that they could not follow some of the submitted studies due to the technical problems they experienced on the EBA and the Internet, and some students had difficulty understanding the lessons taught in this model. Conclusion: In order for the flipped learning model to be successful, the teaching materials sent to the students are compatible with the subject to be learned and cover the subject to be covered, the video duration is not long, the studies sent are not so much that the students are bored, it is determined before the lesson whether the studies have been done, and the students are constantly encouraged to do the studies. It is considered important that education with digital resources does not completely replace face-to-face education, and that communication channels between students and teachers are kept open.
Purpose: This research aim is to examine "The Effectiveness of the Flipped Learning Model in Teaching the Subject of Internal Forces in the 10th Grade Geography Lesson". In this context, it is aimed to determine the effects of geography lessons processed with the flipped learning model on the academic success of students, their attitudes towards the course and the permanence of what has been learned, and to determine the opinions of students about the flipped learning model. Method: The research was carried out simultaneously in 3 different school types, namely Vocational and Technical Anatolian High School, Anatolian Imam Hatip High School and Social Sciences High School, located in the province of Konya, in the first term of the 2021-2022 academic year. The study group of the research consisted of 140 high school students, 72 in the experimental group and 68 in the control group, who were studying in the 10th grade of the aforementioned schools. The study is a mixed method research in the explanatory sequential design model which was carried in a semi-experimental pattern with a pre-test/post-test control group. Quantitative and qualitative data were collected together in the research. Quantitative data were collected using the "geography lesson achievement test" with 29 questions covering the topic "Internal Forces" and the "geography lesson attitude scale" consisting of 34 items. Student opinions on the inverse learning model were obtained by using a semi-structured student interview form. In the research, descriptive analysis method was used in the analysis of qualitative data and SPSS program was used in the analysis of quantitative data, independent and dependent groups t-test, and in multiple comparisons, one-way analysis of variance (ANOVA) was used to analyze the data. Findings: The KR-20 safety coefficient of the geography achievement test used in the study was calculated as 0.844. The skewness and kurtosis values of the scores obtained with the achievement test and attitude scale were examined and it was seen that the data showed a normal distribution. The average score of the success pre-test consisting of 29 questions was calculated as 10.5, the average score of the final test was 16.7, the average score of the permanence test was 15,0, and the average score of the pilot application was calculated as 14.2. The average pre-test score of the attitude scale was measured as 117.5 and the final test score was measured as 128.0. According to the quantitative data from the study although it was seen that the flipped learning model increased the academic achievement of the students, it was determined that it did not have a statistically significant effect on the level of academic achievement and the permanence of what was learned, according to the methods prescribed in the current curriculum. However, it has been found that the flipped learning model had a statistically significant effect on students' attitudes towards the lesson. In the analysis of qualitative data, it was determined that 72.2% of the students found the flipped learning model efficient, 77.8% found that the model had positive aspects and 61.1% preferred the application of the flipped learning model in the teaching of the lessons and they had positive views on the model and the model increased participation in the lesson. During the experimental process, some students stated that they could not follow some of the submitted studies due to the technical problems they experienced on the EBA and the Internet, and some students had difficulty understanding the lessons taught in this model. Conclusion: In order for the flipped learning model to be successful, the teaching materials sent to the students are compatible with the subject to be learned and cover the subject to be covered, the video duration is not long, the studies sent are not so much that the students are bored, it is determined before the lesson whether the studies have been done, and the students are constantly encouraged to do the studies. It is considered important that education with digital resources does not completely replace face-to-face education, and that communication channels between students and teachers are kept open.
Açıklama
Doktora Tezi
Anahtar Kelimeler
Ters Yüz Öğrenme, Coğrafya Eğitimi, Başarı, Tutum, Flipped Learning, Geography Education, Success, Attitudes
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Sönmez, S. (2023). 10. sınıf coğrafya dersi iç kuvvetler konusunun öğretiminde ters yüz öğrenme modelinin etkililiğinin incelenmesi. (Yayımlanmamış doktora tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Türkçe ve Sosyal Bilimler Eğitimi Anabilim Dalı, Konya.
