Using Flipped Learning to Improve Scientific Research Skills of Teacher Candidates

Autor/inn/en	Sever, Isiner; Öncül, Bilal; Ersoy, Ali
Titel	Using Flipped Learning to Improve Scientific Research Skills of Teacher Candidates
Quelle	In: Universal Journal of Educational Research, 7 (2019) 2, S.521-535 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Blended Learning; Scientific Research; Preservice Teachers; Student Attitudes; Elementary School Teachers; Distance Education; Research Methodology; Negative Attitudes; Educational Environment; Instructional Effectiveness; Research Skills; Foreign Countries; Skill Development; Required Courses; Teaching Methods; Turkey + Suchen Sie Ihr Suchwort? Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Distance study; Distance learning; Fernunterricht; Research method; Forschungsmethode; Negative Fixierung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Unterrichtserfolg; Forschungsleistung; Ausland; Kompetenzentwicklung; Qualifikationsentwicklung; Pflichtkurs; Teaching method; Lehrmethode; Unterrichtsmethode; Türkei
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. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01