The Effectiveness of a Technology-Enhanced Flipped Science Classroom

SEZER B.

JOURNAL OF EDUCATIONAL COMPUTING RESEARCH, cilt.55, sa.4, ss.471-494, 2017 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 55 Sayı: 4
  • Basım Tarihi: 2017
  • Doi Numarası: 10.1177/0735633116671325
  • Dergi Adı: JOURNAL OF EDUCATIONAL COMPUTING RESEARCH
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.471-494
  • Anahtar Kelimeler: flipped classroom, science class, educational technology, motivation, academic achievement, CONCEPTUAL CHANGE, MODEL, EDUCATION, INTEGRATION, MOTIVATION, STRATEGY, BIOLOGY, DOMAIN, SCHOOL
  • Hacettepe Üniversitesi Adresli: Evet

Özet

This study examined the effect on the learning and motivation of students of a flipped classroom environment enriched with technology. A mixed research design using a pretest or posttest experimental model, combined with qualitative data, was conducted in a public middle school in Turkey for 2 weeks (three class hours) within a science course. Participants consisted of two groups of sixth-grade students. A variety of electronic materials to support a flipped classroom environment was distributed to students in the experimental group 3 days before the class. Before the normal class hour, the basic outline of the subject was discussed with the students, problem situations were created and solutions suggested, issues that were not understood were focused on, and, most importantly, student-teacher interaction was carried out at the highest level. It was determined that the flipped classroom yielded both greater academic achievement and greater motivation compared with the control group.