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Dönüştürücü Potansiyeli Keşfetmek: Görsel Sanatlarda Analitik ve Eleştirel Düşünmeyi Geliştiren Ters-Yüz Öğrenme Modeli

Yıl 2023, Cilt: 5 Sayı: Özel Sayı, 25 - 64, 29.10.2023

Öz

Bu araştırmada Görsel Sanatlar dersi programında yer alan “perspektif” konusunun ters yüz öğrenme modeli ile verilmesinin öğrencilerin eleştirel ve analitik düşünme becerileri üzerindeki etkisini incelemek ve bu etkiyi, geleneksel öğrenme yöntemiyle karşılaştırmak amaçlanmıştır. Araştırmada ön test – son test kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmanın örneklemini özel bir kolejde öğrenim gören 50 adet 10. sınıf öğrencisi oluşturmaktadır. Araştırma kapsamında rastgele seçilen sınıflardan birinde geleneksel öğretim yöntem ve teknikleri, diğerinde ise ters yüz öğrenme modeli uygulanmıştır. Araştırma verileri Ocak ve Park (2020) tarafından geliştirilen “Lise Öğrencilerinin Analitik Düşünme Ölçeği” ve Eğmir ve Ocak (2016) tarafından geliştirilen “Eleştirel Düşünme Becerisini Ölçmeye Yönelik Başarı Testi” kullanılarak toplanmıştır. Elde edilen verilerin analizinde; deney ve kontrol gruplarının birbirleri ile karşılaştırılmasında Mann Whitney-U Testi, her bir grubun kendi içinde karşılaştırılmasında ise Wilcoxon İşaretli Sıralar Testi kullanılmıştır. Araştırma sonucunda her iki grupta da öğrencilerin eleştirel düşünme becerileri ile analitik düşünme becerileri ve tüm alt boyutlarında ön test-son test puanları arasında son testler lehine anlamlı fark bulunmuştur. Bununla birlikte ters yüz öğrenme modeli ile görsel sanatlar dersinin öğretiminin, geleneksel yöntemlere göre öğrencilerin analitik düşünme becerileri ve eleştirel düşünme becerilerini istatistiksel olarak anlamlı olacak şekilde daha fazla geliştirdiği görülmüştür. Araştırmadan elde edilen sonuçlar doğrultusunda ters yüz öğrenme modelinin öğrencilerin üst düzey becerilerinin geliştirilmesinde etkili bir yöntem olduğu sonucuna ulaşılmış, bu kapsamda gelecekte yapılacak çalışmalara yönelik çeşitli önerilerde bulunulmuştur.

Kaynakça

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Exploring the Transformative Potential: Flipped Learning Unleashes Analytical and Critical Thinking in Visual Arts

Yıl 2023, Cilt: 5 Sayı: Özel Sayı, 25 - 64, 29.10.2023

Öz

This study aims to compare the impact on students' critical and analytical thinking skills in teaching the topic of "perspective" in the Visual Arts curriculum using the flipped learning model versus the traditional learning method. The study employed a quasi-experimental pre- and post-test control-group design. Fifty 10th-grade students from a private high school were included in the sample. Traditional teaching methods and techniques were utilized in one randomly selected class, whereas the flipped learning model was used in the other class. The "Analytical Thinking Scale for High School Students" created by Ocak and Park (2020) and the "Achievement Test Towards Evaluating Critical Thinking Skills" created by Emir and Ocak (2016) were used to collect data. The Mann–Whitney U test was used to compare the experimental and control groups, whereas the Wilcoxon Signed-Rank Test was used to compare the data within each group. A comparison of the pre-and post-test scores of both groups revealed significant improvements in their critical thinking and analytical thinking abilities, as well as in all sub-dimensions. In addition, it was observed that teaching a visual arts course using the flipped learning model significantly improved students' analytical and critical thinking abilities compared to traditional methods. Considering all these findings, it is possible to conclude that the flipped learning model is an effective strategy for fostering the development of students' higher-order skills. The study concludes with several suggestions for future research in this field.

Kaynakça

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  • Sahin Dogruer, S. (2023). At school or home? Eight graders’ first practices with online geometry lessons. Turkish Online Journal of Distance Education, 24(1), Article 1. https://doi.org/10.17718/tojde.953261
  • Sajid, M. R., Laheji, A. F., Abothenain, F., Salam, Y., AlJayar, D., & Obeidat, A. (2016). Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia? International Journal of Medical Education, 7, 281–285. https://doi.org/10.5116/ijme.57a7.83d4
  • Seitan, W. I., Ajlouni, A. O., & Al-Shara’h, N. D. A. (2020). The impact of integrating flipped learning and information and communication technology on the secondary school students’ academic achievement and their attitudes towards it. International Education Studies, 13(2), Article 2. https://doi.org/10.5539/ies.v13n2p1
  • Shyr, W.-J., & Chen, C.-H. (2018). Designing a technology-enhanced flipped learning system to facilitate students’ self-regulation and performance. Journal of Computer Assisted Learning, 34(1), 53–62. https://doi.org/10.1111/jcal.12213
  • Smith, T. E., Rama, P. S., & Helms, J. R. (2018). Teaching critical thinking in a GE class: A flipped model. Thinking Skills and Creativity, 28, 73–83. https://doi.org/10.1016/j.tsc.2018.02.010
  • Sternberg, R. J. (2006). The Rainbow Project: Enhancing the SAT through assessments of analytical, practical, and creative skills. Intelligence, 34(4), 321–350. https://doi.org/10.1016/j.intell.2006.01.002
  • Styers, M. L., Van Zandt, P. A., & Hayden, K. L. (2018). Active learning in flipped life science courses promotes development of critical thinking skills. CBE—Life Sciences Education, 17(3), 1–13. https://doi.org/10.1187/cbe.16-11-0332
  • Sun, J. C.-Y., & Wu, Y.-T. (2016). Analysis of learning achievement and teacher–student interactions in flipped and conventional classrooms. The International Review of Research in Open and Distributed Learning, 17(1), 79–99. https://doi.org/10.19173/irrodl.v17i1.2116
  • Suprapti, S., Nugroho, A., & Pembangunan, H. R. P. (2021). Flipped learning instruction to enhance university students’ higher order thinking skills. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 7(2), 261–269. https://doi.org/10.33394/jk.v7i2.3320
  • Techanamurthy, U., Alias, N., & Dewitt, D. (2020). A problem-solving flipped classroom module: Developing problem-solving skills among culinary arts students. Journal of Technical Education and Training, 12(4), Article 4.
  • Tsytovich, M. V., & Boronenko, G. F. (2018). Teaching academic writing in a flipped classroom. Bulletin of the South Ural State University Series “Education. Educational Science,” 10(2), 59–65. https://doi.org/10.14529/ped180208
  • Tung, K. Y. & Alissa. (2021). Flipperentiated learning in biology class to improve cognitive learning outcomes, problem-solving skill, and motivation. International Journal of Education and Literacy Studies, 9(1), 183–190.
  • Türkkan, B. (2011). Görsel sanatlar öğretim, dersindeki uygulamaların meslek yaşamında kullanılabilirliğine ilişkin sınıf öğretmeni adaylarının görüşleri [Elementary school teacher candidates’ views about the usability of visual arts teaching applications in professional life]. Education Sciences, 6(1), 91–105.
  • Vidergor, H. E. (2018). Effectiveness of the multidimensional curriculum model in developing higher-order thinking skills in elementary and secondary students. The Curriculum Journal, 29(1), 95–115. https://doi.org/10.1080/09585176.2017.1318771
  • Waltz, C. F. (2005). Measurement in nursing and health research. Springer Publishing Company.
  • Wang, F. H. (2017). An exploration of online behaviour engagement and achievement in flipped classroom supported by learning management system. Computers & Education, 114, 79–91. https://doi.org/10.1016/j.compedu.2017.06.012
  • Wang, S., & Seepho, S. (2017). Facilitating Chinese EFL learners’ critical thinking skills: The contributions of teaching strategies. SAGE Open, 7(3), 1–9. https://doi.org/10.1177/2158244017734024
  • Wang, V., & Hitch, L. (2017). Is active learning via Internet technologies possible? International Journal of Online Pedagogy and Course Design (IJOPCD), 7(2), 48–59. https://doi.org/10.4018/IJOPCD.2017040104
  • Westhuizen, C. P. V. D., & Rautenbach, E. M. (1997). The teaching of higher‐order thinking skills to gifted pupils at the elementary level. Early Child Development and Care, 130(1), 1–12. https://doi.org/10.1080/0300443971300101
  • Winner, E. (2007). Visual thinking in arts education: Homage to Rudolf Arnheim. Psychology of Aesthetics, Creativity, and the Arts, 1(1), 25–31. https://doi.org/10.1037/1931-3896.1.1.25
  • Xu, Z., & Shi, Y. (2018). Application of constructivist theory in flipped classroom—Take college English teaching as a case study. Theory and Practice in Language Studies, 8(7), 880–887. https://doi.org/10.17507/tpls.0807.21
  • Yulian, R. (2021). The flipped classroom: Improving critical thinking for critical reading of EFL learners in higher education. Studies in English Language and Education, 8(2), Article 2. https://doi.org/10.24815/siele.v8i2.18366
  • Zhou, X. (2023). A conceptual review of the effectiveness of flipped learning in vocational learners’ cognitive skills and emotional states. Frontiers in Psychology, 13, 1–10. https://doi.org/10.3389/fpsyg.2022.1039025
Toplam 112 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Sezer Köse Biber 0000-0001-5807-5185

Kübra Gündüz 0009-0001-0907-4554

Erken Görünüm Tarihi 27 Ekim 2023
Yayımlanma Tarihi 29 Ekim 2023
Gönderilme Tarihi 9 Temmuz 2023
Kabul Tarihi 30 Ağustos 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 5 Sayı: Özel Sayı

Kaynak Göster

APA Köse Biber, S., & Gündüz, K. (2023). Exploring the Transformative Potential: Flipped Learning Unleashes Analytical and Critical Thinking in Visual Arts. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 5(Özel Sayı), 25-64.