Title

Using Flipped Learning to Improve Scientific Research Skills of Teacher Candidates

Location

2071

Format Type

Paper

Format Type

Paper

Start Date

14-1-2017 10:30 AM

End Date

14-1-2017 11:50 AM

Abstract

In the 21st century, one of the skills that we want the students to improve is scientific research skills. Primary School Teachers have a critical role on the development of the scientific research skill of the primary school students. Thus, primary school teachers are expected to graduate with the ability of teaching scientific research skills to the students. In the literature, it is stated that teacher candidates have troubles with improving scientific research skills and have difficulties in implementing them into their lives. It is also stated that teacher candidates develop negative attitude towards scientific research and scientific research methods lessons. For the teacher candidates’ improving scientific research skills, we may investigate different methods like Flipped Learning.

In this action research, we wanted primary school teacher candidates to improve scientific research skills using Flipped Learning. Besides, we wanted to investigate the effects of Flipped Learning on the students’ attitude towards scientific research and scientific research methods lessons.

We collected data using both qualitative and quantitative methods. For the qualitative part, we used observations, interviews and students’ reflective diaries. We used “Scientific Research Attitude Scale” and “Scientific Research Methods Lessons Attitude Scale” for the quantitative part of our research.

In this study, we used scales as pre-post tests to reveal the possible changes in their attitudes. Determining the teacher candidates’ achievement levels, we used achievement test that we developed.

Results reveal that students developed positive attitude towards scientific research methods lesson and scientific inquiry. Students states that the method made the classes more interesting so they were encouraged participate willingly at the lessons. Lastly, students state that they were glad to be a part of the project.

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Jan 14th, 10:30 AM Jan 14th, 11:50 AM

Using Flipped Learning to Improve Scientific Research Skills of Teacher Candidates

2071

In the 21st century, one of the skills that we want the students to improve is scientific research skills. Primary School Teachers have a critical role on the development of the scientific research skill of the primary school students. Thus, primary school teachers are expected to graduate with the ability of teaching scientific research skills to the students. In the literature, it is stated that teacher candidates have troubles with improving scientific research skills and have difficulties in implementing them into their lives. It is also stated that teacher candidates develop negative attitude towards scientific research and scientific research methods lessons. For the teacher candidates’ improving scientific research skills, we may investigate different methods like Flipped Learning.

In this action research, we wanted primary school teacher candidates to improve scientific research skills using Flipped Learning. Besides, we wanted to investigate the effects of Flipped Learning on the students’ attitude towards scientific research and scientific research methods lessons.

We collected data using both qualitative and quantitative methods. For the qualitative part, we used observations, interviews and students’ reflective diaries. We used “Scientific Research Attitude Scale” and “Scientific Research Methods Lessons Attitude Scale” for the quantitative part of our research.

In this study, we used scales as pre-post tests to reveal the possible changes in their attitudes. Determining the teacher candidates’ achievement levels, we used achievement test that we developed.

Results reveal that students developed positive attitude towards scientific research methods lesson and scientific inquiry. Students states that the method made the classes more interesting so they were encouraged participate willingly at the lessons. Lastly, students state that they were glad to be a part of the project.