Flipped Learning Model - Learning Style Interaction: Supporting Pre-Service Teachers on Science Teaching Methods and Personal Epistemologies

Autor/inn/en	Cam, Aylin; Arslan, Harika Ozge; Cigdemoglu, Ceyhan
Titel	Flipped Learning Model - Learning Style Interaction: Supporting Pre-Service Teachers on Science Teaching Methods and Personal Epistemologies
Quelle	In: Science Education International, 33 (2022) 3, S.323-334 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1450-104X
Schlagwörter	Flipped Classroom; Elementary School Teachers; Preservice Teachers; Science Instruction; Cognitive Style; Foreign Countries; Science Tests; Scores; Science Achievement; Lesson Plans; Teaching Methods; Turkey; Learning Style Inventory + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Cognitive styles; Kognitiver Stil; Ausland; Lesson planning; Unterrichtsplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Türkei
Abstract	This study revealed how the flipped learning model interacted with the learning styles of primary pre-service teachers. In addition, the impact of the flipped model on participants' science teaching course achievement and personal epistemologies was investigated. A mixed-method research design was conducted with 27 primary pre-service teachers enrolled in a Science Teaching Course. The flipped classroom model was applied for 15 weeks. The Kolb Learning Style Inventory was distributed to categorize participants under learning styles. Midterm and final exam scores were used as an indicator of course achievement and compared with 30 primary preservice teachers' achievement from the previous semester. Lesson plans of the participants were analyzed qualitatively to investigate the personal epistemologies of the participants. Analysis indicated that flip learning environment supported "divergers" more than the others on course achievement. The level of sophistication on personal epistemologies changed across learning styles and the method of teaching differed across learning styles. Further studies need to be conducted to reveal how teacher education programs help pre-service teachers improve personal epistemologies and transfer them to their instruction. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01