Search

Ters-yüz öğrenme son yıllarda oldukça ilgi görmekte ve ters yüz öğrenmenin akademik başarı, derse yönelik tutum, kalıcılık, öz-yeterlik, eleştirel düşünme becerisi gibi farklı değişkenler üzerindeki etkisi gerçekleştirilen araştırmalarla incelenmektedir. Ters-yüz öğrenme yaklaşımının öğrenmeyi yönlendiren etkili bir güç olan motivasyon üzerindeki etkisini sınamak için de Türkiye ve yurtdışında çeşitli araştırmalar yapılmıştır. Ancak ters-yüz öğrenmenin etkililiğini inceleyen çalışmaların sonuçları farklılık göstermektedir. Kimi çalışmalar ters-yüz öğrenmenin öğrencilerin motivasyonu üzerindeki etkisinin pozitif olduğu sonucuna ulaşırken, kimi çalışmalar istatistiksel olarak anlamlı bir fark bulunmadığını, bazı çalışmalar ise negatif bir etkinin söz konusu olduğunu bildirmişlerdir. Bu araştırmanın amacı, ters-yüz öğrenmenin motivasyon üzerindeki etkisini inceleyen deneysel ve yarı deneysel çalışmaların sonuçlarını meta-analiz yöntemiyle analiz etmektir. Araştırmada yaklaşımla ilgili yurt içinde ve yurt dışında yapılmış deneysel ve yarı deneysel çalışmalara ulaşabilmek için alanyazın taraması yapılmıştır. Belirlenen anahtar kelimelere göre yapılan tarama sonucunda listelenen 4463 çalışmadan dâhil edilme ölçütlerine uyan 17 çalışma meta-analiz sürecine tabi tutulmuştur. Bu çalışmalardan 14’ü pozitif, üçü negatif etki büyüklüğüne sahiptir. Pozitif yönlü çalışmaların ikisi zayıf, beşi küçük, altısı orta ve biri güçlü etki büyüklüğü düzeyindedir. Gerçekleştirilen analiz sonucunda ters-yüz öğrenmenin genel etki büyüklüğü değeri rastgele etkiler modeli ile 0.077 ile 0.594 güven aralığında 0.336 olarak hesaplanmıştır (%95 CI, SE=0.132). Elde edilen bu sonuç, ters-yüz öğrenme yaklaşımının geleneksel eğitim süreçlerine kıyasla motivasyon üzerinde küçük düzeyde ve pozitif bir etkiye sahip olduğunu göstermektedir. The interest in flipped learning has recently increased considerably, and the effect of flipped learning on different variables such as academic achievement, attitude towards the course, retention, self-efficacy, and critical thinking skills have been extensively researched. Several studies have been carried out in Turkey and internationally in recent years to test the effect of the flipped learning approach on motivation, which is an effective force that directs learning. Nevertheless, the results of the studies reporting on the effectiveness of flipped learning are inconsistent. While some of the individual studies concluded that the effect of flipped learning on motivation was positive, some studies found no statistically significant difference and some studies have reported a negative effect. The purpose of this meta-analysis is to analyze the results of experimental and quasi-experimental studies which investigate the effect of flipped learning on motivation. A literature search was conducted to reach the experimental and quasi-experimental studies conducted in Turkey and internationally about the model. Seventeen studies that fit the inclusion criteria listed in 4463 were subjected to meta-analysis process as the result of the search based on determined keywords. Among the studies that are included in this meta-analysis, 14 of them have positive, and three of them have negative effect sizes. In these studies, which have positive effect sizes, two are poor, five are modest, six are moderate, and one is at a strong effect size level. Findings showed that the overall effect size of the flipped learning, between .077 and .594 confidence interval, has been found .336 (95% CI, SE=.132) under the random effects model. The obtained result shows that the flipped learning approach has a modest and positive impact on motivation regarding traditional lecture-based instruction.

The article has considered topical issues of the introduction of the technology “Audience upside down” into the educational process of higher educational establishment. The introduction of innovative technologies into the educational process has been defined as one of the leading ways of forming the professional competence of future educators of preschool educational establishments. The essence of the specified technology has been theoretically substantiated in the work, the general features also have been characterized, a number of advantages and disadvantages of this technology in comparison with traditional methods of training have been generalized, and also possibilities of its usage during studying new material have been described. The authors of the article have analyzed definitions of “educational technology”, “inverted classroom” and “audience upside down”. The article also has noted that for the effective implementation of such educational technology important tasks of the teacher are carefully prepared methodological support for independent work of applicants. It has been emphasized the need for the teacher to be aware of changes in his role and functions in the usage of such training. We have taken as a basis the following stages of successful application of technology, which played a leading role in preparing the teacher and applicants for its implementation and the process of passing the “class revolution”, namely: shift of focus; script selection; development of educational materials. On their basis it has been recommended to use the technology “Audience upside down” in the process of training future educators. We have identified the peculiarities of the usage of this technology in teaching the discipline “Methodics of acquainting children with the environment”, during which the feasibility of its implementation has been determined and summarized the impact of technology to improve the quality of education and training., Стаття розглядає актуальні питання впровадження технології “Аудиторія догори дриґом” в освітній процес закладу вищої освіти. Впровадження інноваційних технологій в освітній процес визначено як один із провідних шляхів формування професійної компетентності майбутніх вихователів закладів дошкільної освіти. У роботі теоретично обґрунтовано сутність зазначеної технології, охарактеризовано загальні особливості, узагальнено низку її переваг та недоліків у порівняні з традиційними методами навчання, а також описано можливості її використання під час вивчення нового матеріалу. Проаналізовано дефініції понять “технологія навчання”, “перевернутий клас” та “аудиторія догори дриґом”. У статті також відзначено, що для ефективної реалізації такої технології навчання важливими завданнями викладача є ретельно підготовлене методичне забезпечення самостійної роботи здобувачів.

The interest in flipped learning has recently increased considerably, and the effect of flipped learning on different variables such as academic achievement, attitude towards the course, retention, self-efficacy, and critical thinking skills has been examined by research. Several studies have been carried out in Turkey and abroad in recent years to test the effect of the flipped learning approach on motivation, which is an effective force that directs learning. Nevertheless, the results of the studies reporting on the effectiveness of flipped learning are inconsistent. While some of the individual studies concluded that the effect of flipped learning on motivation was positive, some studies found no statistically significant difference and some studies have reported a negative effect. The purpose of this meta-analysis is to analyze the results of experimental and quasi-experimental studies which investigate the effect of flipped learning on motivation. A literature search was conducted to reach the experimental and quasi-experimental studies conducted in Turkey and abroad about the model. Seventeen studies that fit the inclusion criteria listed in 4463 were subjected to meta-analysis process as the result of the search based on determined keywords. Among the studies that are included in this meta-analysis, 14 of them have positive, and three of them have negative effect sizes. In these studies, which have positive effect sizes, two are poor, five are modest, six are moderate, and one is at a strong effect size level. As a result of analyzing the studies, the overall effect size of the flipped learning, between 0.077 and 0.594 confidence interval, has been found 0.336 (95% CI, SE=0.132) under the random effects model. The obtained result shows that the flipped learning approach has a modest and positive impact on motivation regarding traditional lecture-based instruction., Ters-yüz öğrenme son yıllarda oldukça ilgi görmekte ve ters yüz öğrenmenin akademik başarı, derse yönelik tutum, kalıcılık, öz-yeterlik, eleştirel düşünme becerisi gibi farklı değişkenler üzerindeki etkisi gerçekleştirilen araştırmalarla incelenmektedir. Ters-yüz öğrenme yaklaşımının öğrenmeyi yönlendiren etkili bir güç olan motivasyon üzerindeki etkisini sınamak için de Türkiye ve yurtdışında çeşitli araştırmalar yapılmıştır. Ancak ters-yüz öğrenmenin etkililiğini inceleyen çalışmaların sonuçları farklılık göstermektedir. Kimi çalışmalar ters-yüz öğrenmenin öğrencilerin motivasyonu üzerindeki etkisinin pozitif olduğu sonucuna ulaşırken, kimi çalışmalar istatistiksel olarak anlamlı bir fark bulunmadığını, bazı çalışmalar ise negatif bir etkinin söz konusu olduğunu bildirmişlerdir. Bu araştırmanın amacı, ters-yüz öğrenmenin motivasyon üzerindeki etkisini inceleyen deneysel ve yarı deneysel çalışmaların sonuçlarını meta-analiz yöntemiyle analiz etmektir. Araştırmada yaklaşımla ilgili yurt içinde ve yurt dışında yapılmış deneysel ve yarı deneysel çalışmalara ulaşabilmek için alanyazın taraması yapılmıştır. Belirlenen anahtar kelimelere göre yapılan tarama sonucunda listelenen 4463 çalışmadan dâhil edilme ölçütlerine uyan 17 çalışma meta-analiz sürecine tabi tutulmuştur. Bu çalışmalardan 14’ü pozitif, üçü negatif etki büyüklüğüne sahiptir. Pozitif yönlü çalışmaların ikisi zayıf, beşi küçük, altısı orta ve biri güçlü etki büyüklüğü düzeyindedir. Gerçekleştirilen analiz sonucunda ters-yüz öğrenmenin genel etki büyüklüğü değeri rastgele etkiler modeli ile 0.077 ile 0.594 güven aralığında 0.336 olarak hesaplanmıştır (%95 CI, SE=0.132). Elde edilen bu sonuç, ters-yüz öğrenme yaklaşımının geleneksel eğitim süreçlerine kıyasla motivasyon üzerinde küçük düzeyde ve pozitif bir etkiye sahip olduğunu göstermektedir.

The integration of digital technology into educational settings is expanding rapidly. One emerging didactical approach is flipped learning, which leverages digital, internet-based technologies to deliver key instructions prior to classes. It then uses active learning opportunities during face-to-face meetings that encourage students to apply what they previously learned online. The format of flipped learning naturally expands active learning during classes, which aligns well with the movement-based foundations of physical education. Given the relative novelty of the approach within this subject however, the purpose of this scoping review was to identify existing research, offer an initial flipped learning approach for physical education, and suggest directions for future study. PRISMA-ScR guidelines directed this review, and four databases were searched. A total of 16 studies qualified for inclusion. Study contexts and methods varied widely, but a majority focused on motivation and learning as the primary outcome measures. Ten studies reported how the use of flipped learning positively impacted student motivation, while nine studies illustrated how flipped learning might be able to support student learning. Other studies indicated the potential of flipped learning to increase motor skill development opportunities and autonomy during classes, although further research is necessary. Overall, flipped learning in physical education appears to have a positive impact on student variables. Research on the design and implementation of both the digital and in-class instructional components will be necessary to guide best practice more appropriately. Further, rigorous research is also necessary to extend understanding of the influence of flipped learning on student outcomes.

The article deals with the features of using the model of blended learning "inverted class" as an innovative pedagogical technology. It was found that its use changes not only the traditional sequence of studying the discipline, but also the vector of educational interaction, when a student from a passive listener becomes an active subject of the educational process. The implementation of these changes requires the provision of conditions: the creation of a flexible educational environment; adherence to educational culture; methodically substantiated ordering of educational material; professionalism of the teacher. Examples of practical experience of using the model "flipped classroom" are presented, its innovative and didactic potential is confirmed in the process of professional training of future teachers of physical culture. Taking into account theoretical developments of scientists and the results of their own practical experience, the conclusion is drawn about the effectiveness of the model "flipped classroom", since the educational process takes place before, during and after the course, which certifies its didactic potential.It is proved that the «flipped classroom» model demonstrates the transition from traditional mass-lecture-conversation to personalized and collaborative learning. In addition, its use in the educational process provides students with an opportunity to receive equal access to study materials, a certain freedom in choosing a place and time of training, allowing them to work in a convenient tempo and in various formats (text, video, audio, multimedia) enriching educational interaction. The process of "overturning" is explained not only by the rotation of classroom and non-auditing work, but also by the important shift of focus from the teacher as a translator of knowledge to the student as an active subject of their learning. It is established that the organization of the educational process in this way requires the change of the role of the teacher from the expert and the controller to the position of a moderator, a mentor who helps, explains and supports students (adapts the content of the course to the needs of students, projects cognitive situations, organizes successful communication, predicts results, etc.) ., У статті розглянуто особливості використання моделі змішаного навчання «перевернутий клас» як інноваційної педагогічної технології. З’ясовано, що її використання змінює не лише традиційну послідовність вивчення дисципліни, а й вектор освітньої взаємодії, коли студент із пасивного слухача стає активним суб’єктом навчального процесу. Реалізація означених змін потребує забезпечення умов: створення гнучкого освітнього середовища; дотримання освітньої культури; методично обґрунтоване впорядкування навчального матеріалу; професіоналізу викладача. Наведено зразки практичного досвіду використання моделі «перевернутий клас», підтверджено її інноваційний та дидактичний потенціал у процесі професійної підготовки майбутніх учителів фізичної культури. Ураховуючи теоретичні напрацювання вчених та результати власного практичного досвіду, зроблено висновок про ефективність моделі «перевернутий клас», оскільки навчальний процес відбувається до, під час та після заняття, що засвідчує її дидактичний потенціал.Доведено, що модель «перевернутого класу» демонструє перехід від традиційної масової лекції-бесіди до персоніфікованого та колаборативного навчання. Окрім того, її використання в навчальному процесі забезпечує студентам можливість отримувати рівний доступ до навчальних матеріалів, певну свободу у виборі місця і часу навчання, дозволяє працювати в зручному для себе темпі та в різних форматах (текст, відео, аудіо, мультимедіа), що збагачує освітню взаємодію. Пояснено процес «перевертання» не лише ротацією аудиторної та позааудиторної роботи, а й важливим зміщенням центру уваги з викладача як транслятора знань на студента як активного суб’єкта їх засвоєння. Встановлено, що організація навчального процесу в такий спосіб вимагає зміни ролі викладача з експерта та контролера на позицію модератора, наставника, який допомагає, пояснює та підтримує студентів (адаптує зміст курсу до потреб студентів, проектує пізнавальні ситуації, організовує успішну комунікацію, прогнозує результати тощо).

Submitted by Izamara Rafaela Ramos (isamararafaela@gmail.com) on 2022-04-21T17:22:15Z No. of bitstreams: 2 PDF- Izamara Rafaela Ramos.pdf: 4750551 bytes, checksum: e115f0e3b8b74805172eaf6ef76f9185 (MD5) Termos BDTB- Izamara Rafaela Ramos.pdf: 784466 bytes, checksum: d45965990519791857e19408a1086fad (MD5) Approved for entry into archive by Jean Medeiros (jeanletras@uepb.edu.br) on 2022-04-22T12:55:46Z (GMT) No. of bitstreams: 2 PDF- Izamara Rafaela Ramos.pdf: 4750551 bytes, checksum: e115f0e3b8b74805172eaf6ef76f9185 (MD5) Termos BDTB- Izamara Rafaela Ramos.pdf: 784466 bytes, checksum: d45965990519791857e19408a1086fad (MD5) Made available in DSpace on 2022-04-22T13:15:41Z (GMT). No. of bitstreams: 2 PDF- Izamara Rafaela Ramos.pdf: 4750551 bytes, checksum: e115f0e3b8b74805172eaf6ef76f9185 (MD5) Termos BDTB- Izamara Rafaela Ramos.pdf: 784466 bytes, checksum: d45965990519791857e19408a1086fad (MD5) Previous issue date: 2021-10-04 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES In recent decades, technological innovations have become part of the daily life of the entire society, directly including the school environment. This insertion has required a rethink about the teaching and learning processes that take into account the use of Digital Technologies. This rethinking becomes more necessary when we analyze and realize the lack of meaning, in the vast majority, in Mathematics classes, especially in algebra classes, whose teaching throughout history has been superficially based on the manipulation of formulas and the use of resolution standards with a small playing field. Understanding that the teaching of algebra must go beyond this manipulation and that it must provide the development of what we call Algebraic Thinking, this study aims to research the 'SCR-algebra' as an inverted learning environment to develop Computational and Algebraic Thinking, having as locus a public school in the city of São José do Egito/PE, and as subjects students from an introductory algebra class in Elementary School II. For this, we carry out interventions Google Meet, in view of the current scenario of Brazilian education in order to familiarize the student with the incentives for the development of Algebraic Thinking through the use of the 'SCR-algebra' learning environment. From the results found, we emphasize that inverted learning stood out with positive indices for student learning, since it freed students to freely express their resolutions, where we could verify that Computational Thinking skills such as abstraction and pattern recognition are strong allies in construction of meanings and in the development of Algebraic Thinking skills. Nas últimas décadas, as inovações tecnológicas passaram a fazer parte do cotidiano de toda a sociedade, incluindo, de forma direta, o ambiente escolar. Essa inserção vem requisitando um repensar sobre os processos de ensino e aprendizagem que leve em consideração a utilização das tecnologias digitais, que é necessário quando analisamos e percebemos a falta de significado na maioria das aulas de matemática, principalmente nas aulas de álgebra, cujo ensino, ao longo da história, tem sido baseado, superficialmente, na manipulação de fórmulas e na utilização de padrões de resolução com um pequeno campo de atuação. Considerando que o ensino de álgebra deve ir além dessa manipulação e proporcionar o desenvolvimento do que chamamos de Pensamento Algébrico (PA), o objetivo deste estudo foi de analisar o ‘SCR-álgebra’ como um ambiente de aprendizagem invertida para desenvolver os Pensamentos Computacional e Algébrico, tendo como lócus uma escola pública da cidade de São José do Egito /PE, e como sujeitos, alunos de uma turma de introdução à álgebra do Ensino Fundamental II. Para isso, realizamos intervenções via Google Meet, tendo em vista o atual cenário da educação brasileira, com o intuito de incentivar o aluno a desenvolver o PA usando o ambiente de aprendizagem ‘SCR-álgebra’. Dos resultados encontrados, constatamos que a aprendizagem invertida se sobressaiu com índices positivos para a aprendizagem dos alunos, uma vez que contribuiu para que eles expressassem livremente suas resoluções, e que as habilidades do PC, como abstração e reconhecimento de padrões, são fortes aliados na construção de significados e no desenvolvimento das habilidades do Pensamento Algébrico.

Flipped learning in higher education is becoming increasingly widespread. Although the number of flipped learning articles has increased since 2011, systematic reviews of flipped learning have been criticized for lacking a theoretical framework. The aim in this article is to explore the link between flipped learning and active learning: specifically, which theoretical frameworks are described. A scoping review was adopted as the research methodology. The selected studies indicate that this link between flipped learning and active learning is rarely explicitly addressed or operationalized. Approximately 65% of the 435 full-text articles retrieved do not explicitly connect their research to theory or a conceptual framework. The remaining 155 studies included for analysis refer to a mix of pedagogical terms or approaches. The theoretical and conceptual underpinnings are generally only vaguely described, with a few exceptions. The results indicate an eclecticism and a reluctance to connect flipped learning with a specific conceptual framework.

This article presents a pedagogical experience for teaching a second language in a state public high school of mixed schooling, in this modality the students attend one day a week to attend face-to-face classes complementing the learning autonomously during the remaining days. The objective was to analyze the contribution of the inverted classroom as an English language teaching strategy. The study was descriptive quantitative with a quasi-experimental design, whose study variable is based on academic achievement in the subject of additional language to Spanish (English I) of a group of students who completed the first semester of a public baccalaureate in the mixed modality. In addition, an interview was held with the teacher in charge of the subject. The results obtained indicate 71% in the positive attitudes about the adoption of this didactic, which allowed the reinforcement of the topics of the course, as well as the favorable acceptance by the teacher in the use of this teaching methodology. En este artículo se presenta una experiencia pedagógica para la enseñanza de un segundo idioma en un bachillerato público estatal de escolaridad mixta, modalidad en la que los estudiantes acuden un día a la semana para atender clases presenciales complementando el aprendizaje de manera autónoma durante los días restantes. El objetivo fue analizar la contribución del aula invertida como estrategia de enseñanza del idioma inglés. El estudio fue de corte cuantitativo descriptivo con diseño cuasi-experimental, cuya variable se basa en el aprovechamiento académico en la asignatura de lengua adicional al español (inglés I) de un grupo de estudiantes que cursaron el primer semestre de un bachillerato público en la modalidad mixta. De manera complementaria, se realizó una entrevista al docente titular de la materia. Los resultados obtenidos señalan un 71% en las actitudes positivas acerca de la adopción de esta didáctica, lo que permitió el reforzamiento de las temáticas del curso, así como la aceptación favorable por parte del docente en el uso de esta metodología de enseñanza.

Unsatisfactory throughput rates as well as low mathematics averages for education students in higher education are a concern. A lack of critical thinking and critical thinking dispositions are possible contributing factors to poor performance. The aim of this ongoing research is to use flipped classroom learning as a teaching pedagogy and model that prepares students for their future careers. The aim of this flipped learning intervention is to enhance the critical thinking dispositions of mathematics students, to develop their understanding of mathematical concepts, to encourage responsibility for their understanding of knowledge and skills and to create opportunities for active learning through discovery and involvement with content. In addition, it explores the possibilities for students to become better problem solvers, with the aim of achieving increased throughput rates. The authors report on findings that flipped learning for the mathematics class seems to be a viable instructional methodology.

The article deals with the features of using the model of blended learning "inverted class" as an innovative pedagogical technology. It was found that its use changes not only the traditional sequence of studying the discipline, but also the vector of educational interaction, when a student from a passive listener becomes an active subject of the educational process. The implementation of these changes requires the provision of conditions: the creation of a flexible educational environment; adherence to educational culture; methodically substantiated ordering of educational material; professionalism of the teacher. Examples of practical experience of using the model "flipped classroom" are presented, its innovative and didactic potential is confirmed in the process of professional training of future teachers of physical culture. Taking into account theoretical developments of scientists and the results of their own practical experience, the conclusion is drawn about the effectiveness of the model "flipped classroom", since the educational process takes place before, during and after the course, which certifies its didactic potential. It is proved that the «flipped classroom» model demonstrates the transition from traditional masslecture-conversation to personalized and collaborative learning. In addition, its use in the educational process provides students with an opportunity to receive equal access to study materials, a certain freedom in choosing a place and time of training, allowing them to work in a convenient tempo and in various formats (text, video, audio, multimedia) enriching educational interaction. The process of "overturning" is explained not only by the rotation of classroom and non-auditing work, but also by the important shift of focus from the teacher as a translator of knowledge to the student as an active subject of their learning. It is established that the organization of the educational process in this way requires the change of the role of the teacher from the expert and the controller to the position of a moderator, a mentor who helps, explains and supports students (adapts the content of the course to the needs of students, projects cognitive situations, organizes successful communication, predicts results, etc.) . Key words

The article deals with the features of using the model of blended learning "inverted class" as an innovative pedagogical technology. It was found that its use changes not only the traditional sequence of studying the discipline, but also the vector of educational interaction, when a student from a passive listener becomes an active subject of the educational process. The implementation of these changes requires the provision of conditions: the creation of a flexible educational environment; adherence to educational culture; methodically substantiated ordering of educational material; professionalism of the teacher. Examples of practical experience of using the model "flipped classroom" are presented, its innovative and didactic potential is confirmed in the process of professional training of future teachers of physical culture. Taking into account theoretical developments of scientists and the results of their own practical experience, the conclusion is drawn about the effectiveness of the model "flipped classroom", since the educational process takes place before, during and after the course, which certifies its didactic potential. It is proved that the «flipped classroom» model demonstrates the transition from traditional masslecture-conversation to personalized and collaborative learning. In addition, its use in the educational process provides students with an opportunity to receive equal access to study materials, a certain freedom in choosing a place and time of training, allowing them to work in a convenient tempo and in various formats (text, video, audio, multimedia) enriching educational interaction. The process of "overturning" is explained not only by the rotation of classroom and non-auditing work, but also by the important shift of focus from the teacher as a translator of knowledge to the student as an active subject of their learning. It is established that the organization of the educational process in this way requires the change of the role of the teacher from the expert and the controller to the position of a moderator, a mentor who helps, explains and supports students (adapts the content of the course to the needs of students, projects cognitive situations, organizes successful communication, predicts results, etc.) . Key words