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Using Flipped Learning to Improve Scientific Research Skills of Teacher Candidates

Universal Journal of Educational Research, 2019-02, Vol.7 (2), p.521

ISSN: 2332-3205 ;DOI: 10.13189/ujer.2019.070225

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  • Title:
    Using Flipped Learning to Improve Scientific Research Skills of Teacher Candidates
  • Author: Sever, Isiner ; Öncül, Bilal ; Ersoy, Ali
  • Subjects: Blended Learning ; Distance Education ; Educational Environment ; Elementary School Teachers ; Foreign Countries ; Instructional Effectiveness ; Negative Attitudes ; Preservice Teachers ; Required Courses ; Research Methodology ; Research Skills ; Scientific Research ; Skill Development ; Student Attitudes ; Teaching Methods
  • Is Part Of: Universal Journal of Educational Research, 2019-02, Vol.7 (2), p.521
  • Description: 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.
  • Publisher: Horizon Research Publishing
  • Language: English
  • Identifier: ISSN: 2332-3205
    DOI: 10.13189/ujer.2019.070225
  • Source: ERIC Full Text Only (Discovery)
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