Öğretmen Adaylarının Üstün Yetenekli Öğrencilere Matematik Öğretimi Dersinde Ters Yüz Öğrenme Deneyimleri

Year 2024, , 230 - 255, 24.04.2024

Tuğba Yulet Yılmaz , Mustafa Gök

https://doi.org/10.33711/yyuefd.1413291

Abstract

Bu çalışmada, “Üstün yetenekli öğrencilere matematik öğretimi” dersini ters yüz öğrenme modeli ile deneyimleyen ilköğretim matematik öğretmeni adaylarının görüşleri incelenmiştir. Nitel araştırma desenlerinden fenomenoloji deseni ile tasarlanan bu araştırma, 14 hafta boyunca bir devlet üniversitesinde ilköğretim matematik öğretmenliği programında öğrenim gören 28 öğretmen adayı ile yürütülmüştür. Verilerin toplanmasında yarı yapılandırılmış görüşme tekniği kullanılmış ve veriler içerik analizi ile analiz edilmiştir. Öğretmen adayları yaşadıkları deneyim sonucunda; ters yüz öğrenmenin tanımına, modelin güçlü ve zayıf yönlerine, modelde öğretmen ve öğrenci rollerine, ters yüz öğrenme ile geleneksel öğrenmenin karşılaştırılmasına ilişkin görüşlerini dile getirmişlerdir. Öğretmen adayları modelin güçlü yönü olarak en çok derse hazırlıklı gelme, ders içinde etkinliklere aktif katılma durumuna, zayıf yönü olarak da fazla zaman alması ve teknolojik yetersizlikler olması halinde ders içeriğine erişim sorununa vurgu yapmışlardır. Bu modelde; öğretmenlerin rehber olma rolünün, öğrencilerin ise hem ders öncesinde hem de ders içinde daha fazla sorumluluk üstlenme rolünün ön plana çıktığı belirtilmiştir. Geleneksel modelle karşılaştırıldığında ters yüz öğrenmenin derse ayrılan süreyi genişletmesi sebebiyle daha esnek bir ortamda, daha verimli ve kalıcı öğrenmeler sağladığı, grup çalışmasını gerektirdiğinden akran öğrenmesini teşvik ettiği işaret edilmiştir.

Keywords

öğretmen eğitimi, purdue model, ters yüz öğrenme, üstün yetenekliler

ProspectiveTeachers’ Experiences of Flipped Learning in Teaching Mathematics to Gifted Students Course

Abstract

This study examined the views of prospective elementary mathematics teachers who experienced the "Teaching Mathematics to Gifted Students" course designed with the flipped learning model. This study employed a phenomenological design, which is a qualitative research approach. It involved 28 prospective elementary mathematics teachers enrolled in a state university’s elementary mathematics teaching program. The study lasted 14 weeks. The data collection involved using the semi-structured interview technique, while the data analysis was conducted through content analysis. Prospective teachers shared their perspectives on several aspects of flipped learning. They discussed the definition of flipped learning and outlined the advantages and disadvantages of the model. Additionally, they talked about the responsibilities of teachers and students within the model. Finally, they compared flipped learning to traditional learning, drawing on their prior experiences. The prospective teachers highlighted the strengths of the model as well-prepared for the class and actively engaging in the activities. They identified the weaknesses as being the time-consuming nature of accessing course content and the technological deficiencies. Flipped learning is shown to provide superior and lasting learning outcomes in a more adaptable environment than traditional methods. Such improvements are made possible by lengthening session durations and fostering collaborative work among students.

Keywords

Flipped learning, giftedness, purdue model, teacher training

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