Araştırma Makalesi
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Yıl 2023, Cilt: 7 Sayı: 13, 46 - 64, 21.03.2023

Tuğçe Gamze İşçi Kubilay Yazıcı

https://doi.org/10.31458/iejes.1216865
Cited By: 2

Öz

Kaynakça

  • Ahmed, H. O. K. (2016). Flipped learning as a new educational paradigm: An analytical critical study. European Scientific Journal, 12(10), 417-444.
  • Aidinopoulou, V., & Sampson, D. G. (2017). An action research study from implementing the flipped classroom model in primary school history teaching and learning. Journal of Educational Technology and Society, 20(1), 237-247.
  • Akgün, M., & Atıcı, B. (2017). The effect of flipped classroom on learners’ academic achievements and views. Kastamonu Education Journal, 25(1), 329-444.
  • Akpur, U. (2020). Critical, reflective, creative thinking and their reflections on academic achievement. Thinking Skills and Creativity, 37, 100683. https://doi.org/10.1016/j.tsc.2020.100683
  • AlJaser, A. M. (2017). Effectiveness of using flipped classroom strategy in academic achievement and self-efficacy among education students of Princess Nourah bint Abdulrahman University. English Language Teaching, 10(4), 67-77. http://doi.org/10.5539/elt.v10n4p67
  • Al-Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students’ creative thinking. British Journal of Educational Technology, 46(6), 1133-1148. https://doi.org/10.1111/bjet.12353
  • Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, MC. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, abridged edition. NY: Longman.
  • Aslanoğlu, A. E. (2022). High-level mental skills and their measurement. In I. Karakaya (Ed.). Preparation, application and evaluation of open ended questions.(pp.2-27). Ankara: Pegem A.
  • Arslanhan, A., Bakırcı, H. & Altunova, N. (2022). The opinions of science teachers on flipped learning model. Journal of Computer and Education Research, 10(19), 26-49. 26-49. https://doi.org/10.18009/jcer.1017574
  • Baltacı, A. (2019). The qualitative research process: How to conduct a qualitative research?. Ahi Evran University Institute of Social Sciences Journal, 5(2), 368-388. https://doi.org/10.31592/aeusbed.598299
  • Baytiyeh, H., & Naja, M. K. (2017). Students’ perceptions of the flipped classroom model in an engineering course: a case study. European Journal of Engineering Education, 42(6), 1048-1061. https://doi.org/10.1080/03043797.2016.1252905
  • Bergmann, J. & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. United States of America: International Society for Technology in Education.
  • Boyraz, S., & Ocak, G. (2017). The implementation of flipped education into Turkish EFL teaching context. Journal of Language and Linguistic Studies, 13(2), 426-439.
  • Brooks, G. P., & Johanson, G. A. (2003). Test analysis program. Applied Psychological Measurement, 27, 305-306.
  • Bursa, S. (2019). The effect of flipped classroom practices on students' academic achievement and responsibility levels in social studies course [Unpublished doctoral dissertation, Anadolu University, Institute of Educational Sciences, Eskisehir]. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2019). Scientific research methods in education. Ankara, Turkey: Pegem Akademi.
  • Cambridge Dictionary (2021). Retrieved February 15, 2021 from https://dictionary.cambridge.org/tr/s%C3%B6zl%C3%BCk/ingilizce/digitalize?q=digitalization .
  • Chen, M. R., Hwang, G. J., & Chang, Y. Y. (2019). A reflective thinking-promoting approach to enhancing graduate students' flipped learning engagement, participation behaviours, reflective thinking and project learning outcomes. British Journal of Educational Technology, 50(5), 2288-2307. https://doi.org/10.1111/bjet.12823
  • Creswell, J. W (2021). A Concise introduction to mixed methods research. (Translation eds. M. Sözbilir) Ankara, Turkey: Pegem Akademi.
  • Creswell, J. W., & Plano Clark, V. L. (2020). Designing and conducting mixed methods research. (Translation Eds. Y. Dede and S. B. Demir). Ankara, Turkey: Anı Yayıncılık.
  • Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrolment physics class. Science, 332(6031), 862-864. https://doi.org/10.1126/science.1201783
  • Dursunlar, E. (2018). The effect of flipped classroom on academic success of seventh social studies grade students about living democracy unit [Unpublished master's thesis, Atatürk University, Institute of Educational Sciences, Erzurum, Turkey]. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Elian, S. E. & Hamaidi, D. A. (2018). The effect of using FCL strategy on the academic achievement of fourth grade students in Jordan. IJET, 13(2), 110–125.
  • Erbil, D. G., & Kocabaş, A. (2020). Flipping the 4th grade social studies course in a cooperative way: Effects on academic achievement and motivation. Studies in Educational Evaluation, 66(2020), 1-12. https://doi.org/10.1016/j.stueduc.2020.100878 .
  • Erdoğan, E. (2018). The use of flipped classroom model in social studies teaching [Unpublished doctoral dissertation, Gazi University, Institute of Educational Sciences, Ankara, Turkey] Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Eryilmaz, M., & Cigdemoglu, C. (2019). Individual flipped learning and cooperative flipped learning: Their effects on students’ performance, social, and computer anxiety. Interactive Learning Environments, 27(4), 432-442. https://doi.org/10.1080/10494820.2018.1522652
  • Francl, T. J. (2014). Is flipped learning appropriate?. Journal of Research in Innovative Teaching, 7(1), 119-130. Geçer, A. (2013). Lecturer-student communication in blended learning environments. Educational Sciences: Theory & Practice, 13(1), 349-367.
  • Gelen, D. İ. (2002). The evolution of fourth grade elementary school teachers’ competences about teaching thinking skills in social studies course. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 10(10), 100-119.
  • Gençer, B. G. (2015). A case study towards the implementation of the flipped classroom model in the schools [Unpublished master's thesis, Bahçeşehir University. Institute of Educational Sciences, İstanbul, Turkey] Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • George, D. & Mallery, M. (2010). SPSS for windows step by step: A simple guide and reference, 17.0 update (10th ed.) Boston: Pearson.
  • Gough, E., DeJong, D., Grundmeyer, T., & Baron, M. (2017). K-12 teacher perceptions regarding the flipped classroom model for teaching and learning. Journal of Educational Technology Systems, 45(3), 390-423. https://doi.org/10.1177/0047239516658444
  • Gülbahar, Y., Kalelioğlu, F., & Afacan-Adanır, G. (2020). Blended learning. Ankara: Pegem A.
  • Güneş, F. (2012). Improving the thinking skills of students. Journal of Turkology Research, 32, 127-146.
  • Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). The flipped learning model: A white paper based on the literature review titled a review of flipped learning. Flipped Learning Network/Pearson/George Mason University.
  • Hayırsever, F., & Orhan, A. (2018). A theoretical analysis of flipped learning. Mersin University Journal of the Faculty of Education, 14(2), 572-596.
  • Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.
  • İnciman-Çelik, T., & Yumuşak, G. (2019). The effects of flipped classroom model on academic achievement level and students’ opinions. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 53(53), 379-398. https://doi.org/10.15285/maruaebd.765375
  • İyitoğlu, O. (2018). The impact of flipped classroom model on EFL learners' academic achievement, attitudes and self-efficacy beliefs: A mixed method study. [Unpublished doctoral dissertation, Yıldız Teknik University, Social Sciences Institute, İstanbul, Turkey]. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Jamaludin, R., & Osman, S. Z. M. (2014). The use of a flipped classroom to enhance engagement and promote active learning. Journal of Education and Practice, 5(2), 124-131.
  • Johnson, B., & Christensen, L. (2014). Educational research: Quantitative, qualitative, and mixed approaches. (Translation Edt. S. B. Demir), Ankara, Turkey: Eğiten Kitap.
  • Kurnaz-Adıbatmaz, F.B., & Kutlu, Ö. (2020). Measurement of scientific thinking skills. Ankara, Turkey: Pegem Akademi.
  • Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28, 563–575.
  • Lee, K. Y., & Lai, Y. C. (2017). Facilitating higher-order thinking with the flipped classroom model: a student teacher’s experience in a Hong Kong secondary school. Research and Practice in Technology Enhanced Learning, 12(1), 1-14.
  • Lin, H. C., Hwang, G. J., Chang, S. C., & Hsu, Y. D. (2021). Facilitating critical thinking in decision making-based professional training: An online interactive peer-review approach in a flipped learning context. Computers & Education, 173, 104266. https://doi.org/10.1016/j.compedu.2021.104266
  • Lo, C. K., Cheung, K. L., Chan, H. R., & Chau, C. L. E. (2021). Developing flipped learning resources to support secondary school mathematics teaching during the COVID-19 pandemic. Interactive Learning Environments, 1-19. https://doi.org/10.1080/10494820.2021.1981397
  • Mas'ud, H., & Surjono, H. D. (2018). The implementation of flipped classroom learning model using moodle to increase students’ higher order thinking skills. Journal of Educational Science and Technology (EST), 1(1), 187-194. http://doi.org/10.26858/est.v1i1.6521
  • Munawaroh, H., Sudiyanto, & Riyadi. (2018). Teachers’ perceptions of innovative learning model toward critical thinking ability. International Journal of Educational Methodology, 4(3), 153-160. https://doi.org/10.12973/ijem.4.3.153
  • O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95
  • Özen, H. (2020). Semi-experimental patterns. (Translation Edt A. Aypay) Research methods. (ss. 315-340). Ankara, Turkey: Anı Yayıncılık.
  • Perkins, D., & Ritchhart, R. (2004). When is good thinking. Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development, 351-384, US: NY.
  • Pozolinski, C. J. (2015). Effects of flipped classroom on student learning and attitudes in social studies. University of Wisconsin: Wisconsin Graduate School.
  • Purnomo, A., & Mulianingsih, F. (2021, April). Development of higher order thinking skill in junior high school: studies on social studies teachers in pekalongan city. In 6th International Conference on Education and Social Sciences (ICESS 2021) (pp. 26-30). Atlantis Press.
  • Shukla, D., & Dungsungnoen, A. P. (2016). Student’s perceived level and teachers’ teaching strategies of higher order thinking skills; A study on higher educational institution in Thailand. Journal of Education and Practice, 7(12), 211-219.
  • Söğüt, M. (2019). Effect of the processing of the social studies 5th class active citizenship learning domain according to the flipped classroom model on academic achievement [Unpublished master's thesis, Ağrı İbrahim Çeçen University, Social Sciences Institute, Ağrı, Turkey]. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
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The Effect of the Use of the Flipped Learning Model in the Social Studies Course on the Students' Academic Success and Higher-Order Thinking Skills

Yıl 2023, Cilt: 7 Sayı: 13, 46 - 64, 21.03.2023

Tuğçe Gamze İşçi Kubilay Yazıcı

https://doi.org/10.31458/iejes.1216865
Cited By: 2

Öz

The aim of the study was to test the effect of using the flipped learning model in social studies course on students' academic achievement and higher-order thinking skills, and to determine student views on this model. Explanatory sequential design, one of the mixed research methods, was used in the research. The study group of the research consisted of 30 students studying at the 7th grade in two secondary schools affiliated to the Ministry of National Education in the Bor District of Niğde Province in Turkey. As a result of the research, it was concluded that the academic achievement and higher-order thinking skill total scores of the students in the experimental group, in which the social studies course was conducted with the flipped learning model, were statistically significant and at a higher level compared to the students in the control group. The analysis of the data obtained from the semi-structured interviews also revealed the students learned the subjects better with this model and had positive thoughts about the model in the social studies course conducted with the flipped learning model.

Anahtar Kelimeler

Social studies flipped learning academic achievement higher-order thinking skill.

Kaynakça

  • Ahmed, H. O. K. (2016). Flipped learning as a new educational paradigm: An analytical critical study. European Scientific Journal, 12(10), 417-444.
  • Aidinopoulou, V., & Sampson, D. G. (2017). An action research study from implementing the flipped classroom model in primary school history teaching and learning. Journal of Educational Technology and Society, 20(1), 237-247.
  • Akgün, M., & Atıcı, B. (2017). The effect of flipped classroom on learners’ academic achievements and views. Kastamonu Education Journal, 25(1), 329-444.
  • Akpur, U. (2020). Critical, reflective, creative thinking and their reflections on academic achievement. Thinking Skills and Creativity, 37, 100683. https://doi.org/10.1016/j.tsc.2020.100683
  • AlJaser, A. M. (2017). Effectiveness of using flipped classroom strategy in academic achievement and self-efficacy among education students of Princess Nourah bint Abdulrahman University. English Language Teaching, 10(4), 67-77. http://doi.org/10.5539/elt.v10n4p67
  • Al-Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students’ creative thinking. British Journal of Educational Technology, 46(6), 1133-1148. https://doi.org/10.1111/bjet.12353
  • Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, MC. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, abridged edition. NY: Longman.
  • Aslanoğlu, A. E. (2022). High-level mental skills and their measurement. In I. Karakaya (Ed.). Preparation, application and evaluation of open ended questions.(pp.2-27). Ankara: Pegem A.
  • Arslanhan, A., Bakırcı, H. & Altunova, N. (2022). The opinions of science teachers on flipped learning model. Journal of Computer and Education Research, 10(19), 26-49. 26-49. https://doi.org/10.18009/jcer.1017574
  • Baltacı, A. (2019). The qualitative research process: How to conduct a qualitative research?. Ahi Evran University Institute of Social Sciences Journal, 5(2), 368-388. https://doi.org/10.31592/aeusbed.598299
  • Baytiyeh, H., & Naja, M. K. (2017). Students’ perceptions of the flipped classroom model in an engineering course: a case study. European Journal of Engineering Education, 42(6), 1048-1061. https://doi.org/10.1080/03043797.2016.1252905
  • Bergmann, J. & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. United States of America: International Society for Technology in Education.
  • Boyraz, S., & Ocak, G. (2017). The implementation of flipped education into Turkish EFL teaching context. Journal of Language and Linguistic Studies, 13(2), 426-439.
  • Brooks, G. P., & Johanson, G. A. (2003). Test analysis program. Applied Psychological Measurement, 27, 305-306.
  • Bursa, S. (2019). The effect of flipped classroom practices on students' academic achievement and responsibility levels in social studies course [Unpublished doctoral dissertation, Anadolu University, Institute of Educational Sciences, Eskisehir]. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2019). Scientific research methods in education. Ankara, Turkey: Pegem Akademi.
  • Cambridge Dictionary (2021). Retrieved February 15, 2021 from https://dictionary.cambridge.org/tr/s%C3%B6zl%C3%BCk/ingilizce/digitalize?q=digitalization .
  • Chen, M. R., Hwang, G. J., & Chang, Y. Y. (2019). A reflective thinking-promoting approach to enhancing graduate students' flipped learning engagement, participation behaviours, reflective thinking and project learning outcomes. British Journal of Educational Technology, 50(5), 2288-2307. https://doi.org/10.1111/bjet.12823
  • Creswell, J. W (2021). A Concise introduction to mixed methods research. (Translation eds. M. Sözbilir) Ankara, Turkey: Pegem Akademi.
  • Creswell, J. W., & Plano Clark, V. L. (2020). Designing and conducting mixed methods research. (Translation Eds. Y. Dede and S. B. Demir). Ankara, Turkey: Anı Yayıncılık.
  • Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrolment physics class. Science, 332(6031), 862-864. https://doi.org/10.1126/science.1201783
  • Dursunlar, E. (2018). The effect of flipped classroom on academic success of seventh social studies grade students about living democracy unit [Unpublished master's thesis, Atatürk University, Institute of Educational Sciences, Erzurum, Turkey]. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Elian, S. E. & Hamaidi, D. A. (2018). The effect of using FCL strategy on the academic achievement of fourth grade students in Jordan. IJET, 13(2), 110–125.
  • Erbil, D. G., & Kocabaş, A. (2020). Flipping the 4th grade social studies course in a cooperative way: Effects on academic achievement and motivation. Studies in Educational Evaluation, 66(2020), 1-12. https://doi.org/10.1016/j.stueduc.2020.100878 .
  • Erdoğan, E. (2018). The use of flipped classroom model in social studies teaching [Unpublished doctoral dissertation, Gazi University, Institute of Educational Sciences, Ankara, Turkey] Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Eryilmaz, M., & Cigdemoglu, C. (2019). Individual flipped learning and cooperative flipped learning: Their effects on students’ performance, social, and computer anxiety. Interactive Learning Environments, 27(4), 432-442. https://doi.org/10.1080/10494820.2018.1522652
  • Francl, T. J. (2014). Is flipped learning appropriate?. Journal of Research in Innovative Teaching, 7(1), 119-130. Geçer, A. (2013). Lecturer-student communication in blended learning environments. Educational Sciences: Theory & Practice, 13(1), 349-367.
  • Gelen, D. İ. (2002). The evolution of fourth grade elementary school teachers’ competences about teaching thinking skills in social studies course. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 10(10), 100-119.
  • Gençer, B. G. (2015). A case study towards the implementation of the flipped classroom model in the schools [Unpublished master's thesis, Bahçeşehir University. Institute of Educational Sciences, İstanbul, Turkey] Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • George, D. & Mallery, M. (2010). SPSS for windows step by step: A simple guide and reference, 17.0 update (10th ed.) Boston: Pearson.
  • Gough, E., DeJong, D., Grundmeyer, T., & Baron, M. (2017). K-12 teacher perceptions regarding the flipped classroom model for teaching and learning. Journal of Educational Technology Systems, 45(3), 390-423. https://doi.org/10.1177/0047239516658444
  • Gülbahar, Y., Kalelioğlu, F., & Afacan-Adanır, G. (2020). Blended learning. Ankara: Pegem A.
  • Güneş, F. (2012). Improving the thinking skills of students. Journal of Turkology Research, 32, 127-146.
  • Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). The flipped learning model: A white paper based on the literature review titled a review of flipped learning. Flipped Learning Network/Pearson/George Mason University.
  • Hayırsever, F., & Orhan, A. (2018). A theoretical analysis of flipped learning. Mersin University Journal of the Faculty of Education, 14(2), 572-596.
  • Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.
  • İnciman-Çelik, T., & Yumuşak, G. (2019). The effects of flipped classroom model on academic achievement level and students’ opinions. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 53(53), 379-398. https://doi.org/10.15285/maruaebd.765375
  • İyitoğlu, O. (2018). The impact of flipped classroom model on EFL learners' academic achievement, attitudes and self-efficacy beliefs: A mixed method study. [Unpublished doctoral dissertation, Yıldız Teknik University, Social Sciences Institute, İstanbul, Turkey]. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Jamaludin, R., & Osman, S. Z. M. (2014). The use of a flipped classroom to enhance engagement and promote active learning. Journal of Education and Practice, 5(2), 124-131.
  • Johnson, B., & Christensen, L. (2014). Educational research: Quantitative, qualitative, and mixed approaches. (Translation Edt. S. B. Demir), Ankara, Turkey: Eğiten Kitap.
  • Kurnaz-Adıbatmaz, F.B., & Kutlu, Ö. (2020). Measurement of scientific thinking skills. Ankara, Turkey: Pegem Akademi.
  • Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28, 563–575.
  • Lee, K. Y., & Lai, Y. C. (2017). Facilitating higher-order thinking with the flipped classroom model: a student teacher’s experience in a Hong Kong secondary school. Research and Practice in Technology Enhanced Learning, 12(1), 1-14.
  • Lin, H. C., Hwang, G. J., Chang, S. C., & Hsu, Y. D. (2021). Facilitating critical thinking in decision making-based professional training: An online interactive peer-review approach in a flipped learning context. Computers & Education, 173, 104266. https://doi.org/10.1016/j.compedu.2021.104266
  • Lo, C. K., Cheung, K. L., Chan, H. R., & Chau, C. L. E. (2021). Developing flipped learning resources to support secondary school mathematics teaching during the COVID-19 pandemic. Interactive Learning Environments, 1-19. https://doi.org/10.1080/10494820.2021.1981397
  • Mas'ud, H., & Surjono, H. D. (2018). The implementation of flipped classroom learning model using moodle to increase students’ higher order thinking skills. Journal of Educational Science and Technology (EST), 1(1), 187-194. http://doi.org/10.26858/est.v1i1.6521
  • Munawaroh, H., Sudiyanto, & Riyadi. (2018). Teachers’ perceptions of innovative learning model toward critical thinking ability. International Journal of Educational Methodology, 4(3), 153-160. https://doi.org/10.12973/ijem.4.3.153
  • O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95
  • Özen, H. (2020). Semi-experimental patterns. (Translation Edt A. Aypay) Research methods. (ss. 315-340). Ankara, Turkey: Anı Yayıncılık.
  • Perkins, D., & Ritchhart, R. (2004). When is good thinking. Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development, 351-384, US: NY.
  • Pozolinski, C. J. (2015). Effects of flipped classroom on student learning and attitudes in social studies. University of Wisconsin: Wisconsin Graduate School.
  • Purnomo, A., & Mulianingsih, F. (2021, April). Development of higher order thinking skill in junior high school: studies on social studies teachers in pekalongan city. In 6th International Conference on Education and Social Sciences (ICESS 2021) (pp. 26-30). Atlantis Press.
  • Shukla, D., & Dungsungnoen, A. P. (2016). Student’s perceived level and teachers’ teaching strategies of higher order thinking skills; A study on higher educational institution in Thailand. Journal of Education and Practice, 7(12), 211-219.
  • Söğüt, M. (2019). Effect of the processing of the social studies 5th class active citizenship learning domain according to the flipped classroom model on academic achievement [Unpublished master's thesis, Ağrı İbrahim Çeçen University, Social Sciences Institute, Ağrı, Turkey]. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
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  • Yiğitoğlu, O., & Erişen, Y. (2020). Flipped learning approach. In A. Seda Saracaloğlu, B. Akkoyunlu & İ. Gokdas (Eds) Approaches in teaching and their reflections on education. Ankara, Turkey: Pegem Akademi, p.434-463.
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Toplam 68 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Tuğçe Gamze İşçi 0000-0002-0287-9886

Kubilay Yazıcı 0000-0002-6057-8192

Erken Görünüm Tarihi 13 Mart 2023
Yayımlanma Tarihi 21 Mart 2023
Gönderilme Tarihi 9 Aralık 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 7 Sayı: 13

Kaynak Göster

APA İşçi, T. G., & Yazıcı, K. (2023). The Effect of the Use of the Flipped Learning Model in the Social Studies Course on the Students’ Academic Success and Higher-Order Thinking Skills. International E-Journal of Educational Studies, 7(13), 46-64. https://doi.org/10.31458/iejes.1216865

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