The effects of cooperative flipped learning on science achievement and motivation in high school students

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

“…Lee et al. (2021) showed evidence that cooperative flipped learning has a positive effect on student motivation, equivalent to cooperative learning. However, the use of video in FL does not guarantee positive results because not all students are capable of independent learning.…”

“…Videos can be a good option for students who are not fluent in the language of the class because students can play them repeatedly before entering class. Sharing teachers' practical‐pedagogical knowledge and teaching materials related to FL would be very helpful for conducting resilient education (Lee et al., 2021).…”

“…The articles on the branch of physics and physics education at the high school education level include: an examination of variations in scientific content knowledge competence and individual rhetorical argumentation skills to shape the dynamics of class social argumentation (Wang, 2020); students' conceptual understanding varies based on cognitive thinking and treatment of dualism Particle waves (Balabanoff et al., 2020); transfer of argumentation procedures and knowledge for pre‐service teacher lesson plans show psychological features and formations consistent with abstraction and attention to students' argumentation (Quinlan, 2020); empowering teacher evaluations to practice changing toward an inquiry‐based approach (Quinlan, 2021); students' epistemic cognition in physics problem‐solving environments (Lindfors et al., 2020), ethno dance (cultural dance) and identity of Black students as a place of expression of the brilliance, competence and creativity of the Black body of Black people (Chappell & Varelas, 2020); students' adherence to understanding epistemic knowledge in evaluating claims (Leung, 2020); negotiation in scientific argumentation among members of the group ‘Simple Machines: Pulleys and Levers’ (Kanlı & Yavaş, 2021); the role of emotions induced by direct feedback in physics problem‐solving activities (Lee, Jeon, et al., 2021); use of knowledge chunks and context features during the transfer process in physics assignments (Gysin et al., 2021); and development of control measures for scientific reasoning tests (Van Vo & Csapó, 2021).…”

Development of Argumentation Based Concept Cartoons for Socioscientific Issues: A Case of Science and Art Centers

“…Tasarım ve Geliştirme Araştırması (TGA) yönteminin (Richey ve Klein, 2005) esas alındığı bu çalışmada, öğretim tasarımı amacıyla analiz, tasarım, geliştirme, uygulama ve değerlendirme (ADDIE) modeli (Aldoobie, 2015) kullanılmıştır. TGA yönteminin kullanıldığı çalışmalar, yenilikçi tasarım ve ürünlerin araştırma süreci içinde geliştirilmesi, geliştirildikten sonra uygulanması ve ortaya çıkan verilere göre değerlendirilmesi aşamalarını içerir (Lee, Jeon ve Hong, 2021;Yazıcı ve Sözbilir, 2020).…”

“Ses ve Özellikleri” Ünitesinde İşbirlikli Öğrenme Modelinin Uzaktan Eğitim Ortamlarında Uygulanmasının Öğrencilerin Akademik Başarılarına ve Fen Öğrenmeye Yönelik Motivasyonlarına Etkilerinin İncelenmesi

“…İşbirlikli öğrenme modeliyle ilgili literatür incelendiğinde araştırmaların daha çok derse karşı tutum ve başarı (Arslan ve Engin, 2021; Avgın ve Uygun, 2021;Barata Aksoy, 2017;Christian & Pepple, 2012;Erbil & Kocabaş, 2020;Kılıç, 2016;Koç, 2014;Lee, Jeon & Hong, 2021;Meder, 2014;Meroño, Calderón & Estero, 2021;Rabgay, 2018;Şeşen, Kırbaşlar & Avcı, 2019;Wyman & Watson, 2020), kavram yanılgıları ve kavram geliştirme (Box & Little, 2003;Kılıç, 2016;Okumuş & Doymuş, 2021), yaratıcılık (Gunawan et al, 2018; Siew & Ambo 2020), farklı öğrenme yöntemleri ile bir arada kullanımı (Zorlu ve Sezek, 2016, 2019, 2020 ile ilgili olduğu görülmektedir. Ayrıca işbirlikli öğrenme modelinin öğretmen görüş ve önerilerini kapsayan çalışmaları bulunmaktadır (Oflaz, 2021;Zorlu, 2020).…”