Should We Flip the Social Studies Classrooms? The Opinions of Social Studies Teacher Candidates on Flipped Classroom

Erdoğan, Erdi; Akbaba, Bülent

doi:10.5539/jel.v7n1p116

Cited by 13 publications

(11 citation statements)

References 20 publications

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“…The majority of the students complained about the length of the videos. This result is in accordance with the results obtained by Kettle (2013), Schultz, Duffield, Rasmussen andWageman (2014), Zainuddin and Attaran (2016), Erdogan and Akbaba (2018). Results showed that the instructional videos were too long.…”

Section: Discussionsupporting

confidence: 92%

Using the Flipped Classroom Model in the History Course: A Learning Experience

Nihan¹

2020

INT J EDUC METHODOL

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The flipped classroom model is an educational model in which students study at their homes and reinforce their knowledge in the classroom with exercises and activities. This model is currently being used by many Turkish schools, especially the ones that give information technologies education. In this study, it is aimed to understand the learning experience by using this model in history lessons in higher education. For research purposes, 5 weeks long program was modified according to the Flipped Classroom (FC) model. This program was implemented and the views and opinions of the participants were collected with a semistructured questionnaire. The study group is comprised of students that took Ataturk's Principles and the History of the Turkish Revolution (APHTR) Course during the 2016-2017 fall period at Gazi University in Turkey. Phenomenological analysis was used for data analysis. The results show that the most of the participants see many opportunities in this model. These include the permanent learning, entertaining lessons, interaction, functionality, and high motivation. But the model also poses challenges. Those challenges are problems regarding the long educational videos, wrong content, technical problems, and activities. The participants recommended videos to include more animation and to be shorter, and activities to be improved.

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Section: Discussionsupporting

confidence: 92%

Using the Flipped Classroom Model in the History Course: A Learning Experience

Nihan¹

2020

INT J EDUC METHODOL

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“…In addition, the FCM holds a considerably noteworthy significance for EFL students (Moraros et al, 2015). As per the findings of this content analysis, it is evident that the number of publications related to the FCM in education have dramatically increased from the years between 2011 to 2020 (21 st April) which clearly demonstrates the interest of teachers, students and researchers in the implementation of the respective model (Rachmawati et al, 2019;Erdogan & Akbaba, 2018). Revealing the importance of Flipped Learning in Education, the findings of this study spotlights the fact that this model has found to be rather more effective in the teaching of subjects that require cognitive skills like social studies, medicine, and computer science, moreover it was found that FLM was mostly practiced in the United States, Europe and Asia.…”

Section: Conclusion Recommendations and Limitationssupporting

confidence: 53%

“…This is in line with the study of Al-Shabibi and Al-Ayasra (2019) who found that FCM has lesser or limited implications in "applied science such as mathematics and science" (p. 105). Erdogan and Akbaba (2018) conducted a study regarding flipped classroom the aim of which was to explore the opinions of teachers on flipped classroom in Social Studies, and their phenomenological study, laid out the fact that integrating FLM into Social Sciences solves problems like time management and absences (Erdogan & Akbaba, 2019).…”

Section: Languagesmentioning

confidence: 99%

Flipped Learning in Education: A Content Analysis

Haidov

Bensen

2021

Sustainable Multilingualism

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Summary The continuously progressive education system of the 21st century requires the introduction of innovative teaching methodologies incorporating up-to-the-minute technology-oriented styles, which are capable of changing the traditional ways of conducting classes presenting teachers as the ultimate source of knowledge, with a new notion which considers teachers as facilitators and guiders in the world of information. A plethora of research has been conducted with respect to flipped learning, however, the number of research papers presenting content analysis is limited indicating the deficiency and lack of content analysis-based papers on Flipped Classroom in Education. Thus, to fill this gap in the literature, there is a demand for conducting a content analysis. In turn, the aim of this paper was to identify the importance and impact of the distributed documents on a Flipped Learning Model (FLM) in Education which was done by gathering data from the SCOPUS database with keywords ‘Flipped Classroom in Education’, within the range of ten years (2011-2020). All studies published in SCOPUS, were statistically analyzed and examined according to the year of publication, subject area, document type, country/territory, languages, source type, types of research and the research methods. It was found that the publications related to FLM in education had dramatically increased from the year 2011 to 2020. The findings of this study also highlighted the importance of FLM in education, especially in courses that require cognitive skills like social studies, medicine, and computer science.

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“…Bu açıdan bu araştırmanın amacı; ters yüz edilmiş sınıf modelinin, öğrencilerin 6. sınıf "Sosyal Bilgiler" dersi "İpek Yolunda Türkler" ünitesindeki akademik başarılarında süreç içerisinde nasıl bir değişiklik oluşturduğunu ortaya çıkarmaktır. Ulusal literatüre ters yüz edilmiş sınıf modeliyle gerçekleştirilen araştırmalar açısından bakıldığında, ortaokul düzeyinden lisans eğitimi sürecine değin araştırmalar bulunmasına rağmen bunların sayısının oldukça az olduğuna ulaşılmıştır (Gençer, 2015;Turan ve Göktaş;Göğebakan-Yıldız, Kıyıcı ve Altıntaş, 2016;Kocabatmaz, 2016;Cukurbasi ve Kiyici, 2017;Akgün ve Atıcı, 2017;Köse ve Acar, 2017;Çakır ve Yaman, 2017;Erdogan ve Akbaba, 2018). Uluslararası literatürde ise ters yüz edilmiş sınıf modeliyle ilgili daha fazla araştırma gerçekleştirildiği görülmektedir (Snyder, Paska ve Besozzi, 2014;Hultén ve Larsson, 2016;Unruh, Peters ve Willis, 2016;Zainuddin ve Attaran, 2016;Aidinopoulou ve Sampson, 2017;Lo ve Hew, 2017;Latif, Matzin, Jawawi, Mahadi, Jaidin, Mundia ve Shahrill, 2017;Winter, 2018).…”

Section: Ters Yüz Edilmiş Sınıf Modeliunclassified