THE FLIPPED GEOGRAPHY LECTURE2

Bu araştırma, üniversite coğrafya bölümü öğrencilerinin, flipped classroom (FC) öğrenme modelinin kazanımlarına ve uygulanabilirliğinin kolaylaştırılmasına ilişkin düşüncelerini, kendi gözlem ve önerilerinden hareketle inceleme amacına yönelik olarak gerçekleştirilmiştir. Araştırmaya 63'ü kız (%47) ve 72'si erkek (%53) olmak üzere toplam 135 üniversite coğrafya bölümü öğrencisi katılmıştır. Araştırma sonucunda elde edilen veriler hem nitel (içerik analizi) hem de nicel (Chi-square) veri çözümleme teknikleri kullanılarak analiz edilmiştir. Araştırmanın bulgularına göre: (1) Üniversite coğrafya bölümü öğrencilerinin flipped classroom stratejilerinin önemli kazanımlarına ilişkin gözlemleri, bu gözlemlerin ortak özellikleri dikkate alınarak sekiz kavramsal kategori altında toplanmıştır. (2) Üniversite coğrafya bölümü öğrencilerinin FC stratejilerinin uygulanmasını kolaylaştırıcı önerileri, ortak özellikleri bakımından dört kategori altında toplanmıştır. (3) Katılımcıların öncelikli gözlem ve önerileri bir bütün olarak değerlendirildiğinde, üniversite coğrafya bölümü öğrencilerinin cinsiyeti bakımından önemli derecede farklılık görülmemiştir. Sonuç olarak, FC modelinin, üniversite öğrencilerinin kabul etmek istemedikleri yanlış kanı ve önyargıları değiştirmek konusunda, coğrafya eğitimcilerine önemli bilgiler sağlayan çok güçlü bir pedagojik araç olarak kullanılabileceği görülmüştür. FC stratejilerinin uygulanmasıyla kurulan etkileşimli öğrenme yaşantıları aracılığı ile üniversite coğrafya bölümü öğrencilerinin, birbirlerinin öğrenmesine yardım ederek bağımsız öğrenme ve sorular sorarak bilgi inşa etme ve kavrama yeteneklerinin derinleştiği, derse yönelik içsel motivasyonlarının yükseldiği görülmüştür.

FlippedClassroom Modeli ile Üniversite Coğrafya Dersleri

The purposes of the study are to examine thoroughly the components that constitute individual perceptions of university students in geography major concerning benefits of the flipped classroom strategies (FC) and to facilitate their applicability through their own observations and suggestions. Sixty three female (47%) and seventy-two male (53%) university students in geography major (n= 135) participated in the research. Obtained data were analyzed both qualitatively (i. e. inductive analysis) and quantitatively (i. e. Chi- square test). According to the results: (1) Eight main conceptual categories based on the participants' observations concerning benefits of the FC, were identified. (2 Four main conceptual categories based on the participants' facilitative suggestions for the application of the FC, were identified. (3) Significant differences were not detected between the principal categories of observations and suggestions with regard to the participants' gender. The study concludes that the geography lecturers have an incredibly powerful tool to help university students come to terms with their misconceptions in the flipped environment. For the university students in geography major, flipping lectures promote independent understanding and allow much greater attention to the problem solving, maximise engagement through a variety of technology-facilitated strategies. learning, critical thinking, intrinsic motivation, probe understanding and allow much greater attention to the problem solving, maximise engagement through a variety of technology-facilitated strategies.

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