Analitik geometri alt öğrenme alanının öğretiminde Ters Yüz Sınıf Modelinin etkisinin incelenmesi
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Ömer Halisdemir Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bilim ve teknolojinin hızlı gelişimi ile birlikte öğrenme model ve yaklaşımlarında değişiklikler oluşmuştur. Bu süreçte ortaya çıkan ve son yıllarda yıldızı hızla parlayan etkili ve verimli modellerden biri de ters-yüz sınıf modelidir. Bu bağlamda araştırmada ters-yüz sınıf modeli kullanımının 11. sınıf öğrencilerinin analitik geometri alt öğrenme alanının öğretiminde akademik başarılarına, bilgisayara yönelik tutumlarına ve öz-yönetimli öğrenme becerilerine etkisini incelemek ve ters-yüz sınıf modeli hakkındaki görüşlerini ortaya koymak amaçlanmıştır. Karma araştırma yöntemi ile tasarlanan araştırmanın çalışma grubunu 2022-2023 eğitim-öğretim yılı 1. döneminde Niğde il merkezinde bulunan bir lisenin 11. sınıfında öğrenim görmekte olan 91 öğrenci oluşturmaktadır. Çalışmanın deney grubunda ters-yüz sınıf modeli uygulamaları ile öğretim gerçekleştirilirken, kontrol grubunda programının öngördüğü yöntemler doğrultusunda öğretim gerçekleştirilmiştir. Araştırmada veri toplamak amacıyla araştırmacı tarafından geliştirilen Analitik Geometri Başarı Testi, Ortaokul ve Lise Öğrencileri için Bilgisayara Yönelik Tutum Ölçeği, Öz-Yönetimli Öğrenme Becerileri Ölçeği ve öğrenci görüş formu kullanılmıştır. Nicel veriler Test Analysis Program ve SPSS 24.0 programından yararlanılarak analiz edilmiştir. Nitel veriler ise içerik analizi ile çözümlenmiştir. Araştırma sonunda analitik geometri alt öğrenme alanının öğretiminde ters-yüz sınıf modeli kullanımının öğrencilerin başarıları ve öz-yönetimli öğrenme becerileri erişilerinde etkili olduğu ancak bilgisayara yönelik tutumlarında etkili olmadığı ortaya çıkmıştır. Ayrıca öğrencilerin ters-yüz sınıf modeline yönelik olumlu görüşlerinin ağırlıklı olduğu tespit edilmiştir.
With the rapid development of science and technology, changes have occurred in learning models and approaches. One of the effective and efficient models that emerged in this process and has been shining rapidly in recent years is the flipped classroom model. In this context, it was aimed to examine the effects of the use of the flipped classroom model in the teaching of the analytical geometry sub-learning field on the academic achievement, attitudes towards the computer and self-directed learning skills of 11th grade students, and to reveal their views on the flipped classroom model. The study group of the research, which was designed with the mixed research method, consists of 91 students studying in the 11th grade of a high school in the city center of Niğde in the first semester of the 2022-2023 academic year. While teaching was carried out with flipped classroom model applications in the experimental group of the study, teaching was carried out in the control group in line with the methods prescribed by the program. Analytical Geometry Achievement Test, Computer Attitude Scale for Secondary and High School Students, Self-Directed Learning Skills Scale and student opinion form were used to collect data in the research. Quantitative data were analyzed using Test Analysis Program and SPSS 24.0 program. Qualitative data were analyzed by content analysis. At the end of the research, it was revealed that the use of the flipped classroom model in the teaching of the sub-learning area of analytical geometry was effective in the achievement of students' achievement and self-directed learning skills, but not in their attitudes towards the computer. In addition, it was determined that the positive views of the students towards the flipped classroom model were predominant.
With the rapid development of science and technology, changes have occurred in learning models and approaches. One of the effective and efficient models that emerged in this process and has been shining rapidly in recent years is the flipped classroom model. In this context, it was aimed to examine the effects of the use of the flipped classroom model in the teaching of the analytical geometry sub-learning field on the academic achievement, attitudes towards the computer and self-directed learning skills of 11th grade students, and to reveal their views on the flipped classroom model. The study group of the research, which was designed with the mixed research method, consists of 91 students studying in the 11th grade of a high school in the city center of Niğde in the first semester of the 2022-2023 academic year. While teaching was carried out with flipped classroom model applications in the experimental group of the study, teaching was carried out in the control group in line with the methods prescribed by the program. Analytical Geometry Achievement Test, Computer Attitude Scale for Secondary and High School Students, Self-Directed Learning Skills Scale and student opinion form were used to collect data in the research. Quantitative data were analyzed using Test Analysis Program and SPSS 24.0 program. Qualitative data were analyzed by content analysis. At the end of the research, it was revealed that the use of the flipped classroom model in the teaching of the sub-learning area of analytical geometry was effective in the achievement of students' achievement and self-directed learning skills, but not in their attitudes towards the computer. In addition, it was determined that the positive views of the students towards the flipped classroom model were predominant.
Açıklama
Eğitim Bilimleri Enstitüsü, Matematik ve Fen Bilimleri Eğitimi Ana Bilim Dalı, Matematik Eğitimi Bilim Dalı
Anahtar Kelimeler
Matematik, Mathematics
