Using Flipped Learning to Improve Scientific Research Skills of Teacher Candidates

Abstract

The primary aim of this study was to investigate the effect of a scientific research methods course delivered through flipped learning on teacher candidates' attitudes towards scientific research and the course, and examine the teacher candidates' and instructors' experience in the process. The convergent parallel design was adopted in the study, and the participants were 102 elementary education teacher candidates taking the scientific research methods course at a Turkish university. Throughout the 12-week course, the students were presented the theoretical knowledge, materials and presentations related to the course by means of a distance learning platform, while discussions and activities were held in the classroom environment. All the activities performed and the problems that emerged were discussed among the researchers, and the necessary corrections and modifications were reflected to the classroom and online environments. In the data-gathering process, observations, interviews, reflective diaries and quantitative instruments were employed. The results showed that there were some problems in the implementation of flipped learning, the students developed negative attitudes towards scientific research and the scientific research methods course, and the existing learning culture was an important factor in the effectiveness of flipped-learning practices.

Simulation of a Real Call for Research Projects as Activity to Acquire Research Skills: Perception Analysis of Teacher Candidates

“…This corroborates previous experiences in motivating research students by means of non-traditional methodologies (flipped classroom, collaborative and cooperative practice, etc. ), with good consequences for the research skills of students [18][19][20][21].…”

“…On the other hand, research and innovation training is also an important aspect of the development of a teacher candidate [17][18][19][20]. However, some teaching candidates feel that their education did not prepare them to work as teacher-researchers [21].…”

Scientific Methodology in Integrated High Schools: A Case Study

“…Demo (2006) highlights the importance of preparing teachers to be innovative with their methods of teaching scientific methodology, considering students' learning process and construction of their citizenship. Teachers must receive theoretical and practical training to understand the nature of scientific research and learn to deal with the problems encountered in the learning process (Bastürk, 2017;Sever et al, 2019). Maia (2008) and Moreira and Caleffe (2011) agree that appropriate strategies combined with the choice of teaching content and procedures may lead individuals to acquire habits and attitudes that benefit their professional and personal lives.…”

Flipped Learning in Education: A Content Analysis

“…Furthermore, the learning time is not spent on memorizing the materials, but is spent on a building a deeper understanding and analysis (Rui et al, 2017). Moreover, the absence of the need to convey information to the whole class allows the teacher to pay more attention to individual students or small groups in the cases where they have problems with understanding the material (Sever et al, 2019). ) and the study revealed that FLM engaged the students effectively and it led them to be better prepared for the 21st century learning and workenvironments" (Bormann, 2014, p. III).…”