Türkiye’de Fen Bilimleri Eğitimi Alanlarında Ters Yüz Öğrenme Yaklaşımının Kullanıldığı Lisansüstü Tezlerin İncelenmesi (A Review of Postgraduate Theses Using Flipped Learning Approach in Science Education Fields in Turkey)

Abstract

In this study, it is aimed to examine the postgraduate thesis studies in Turkey, where the flipped learning approach is applied in the fields of science education, according to years and study groups, the materials used in the flipped learning approach and the independent variables examined in the studies. In this direction, a literature review was used in the study and 25 dissertations were obtained from the YÖK national dissertation center in accordance with the purpose of the study. When studies are examined, it is seen that it has increased especially in the last two years, and the flipped learning approach is a current and popular subject in the fields of science education. As the study group, while secondary school students were preferred the most, it was observed that there were very few studies at the primary school level. In the studies conducted, while lecture videos were preferred as the material of the flipped learning approach, a small number of interactive videos, animations and interactive e-books were used. When the independent variables in these studies were examined, the effect of the flipped learning approach on academic success was included in most studies and it was concluded that it had a positive effect on almost all of them. When other variables were considered, self-learning was included in four studies, self-regulation was included in three studies, and attitude, mental risk-taking skills, course performance, and conceptual development variables were followed by two studies. In these studies, it was stated that generally positive results were achieved. Other variables were included in the findings section and the findings were discussed in the last section of the research.