Abstract


FLIPPED LEARNING MODEL FROM THE VIEWPOINT OF SOCIAL STUDIES TEACHER CANDIDATES: A CASE STUDY

The technological advances have led to an increase in the availability of course content through mobile devices and computers from anywhere at any time. This has enabled the flipped learning model to come to the fore in the education process. The most important task in terms of benefitting from the use of the flipped learning model in this process falls upon teachers, which draws attention to the faculties of education as one of the leading teacher-training institutions and to the education-teaching process in these faculties. Because education faculties are institutions where the knowledge, skills and behaviors, professional qualifications, and innovations and developments in the field of education required by the teaching profession are acquired. Considering that social studies course focuses on the life skills and citizenship competencies necessary for the integration of the students into the society they live in, the use of flipped learning model in the educational process is thought to have an important place in both the acquisition of technological skills and the attainment of course acquisitions targeted in the curriculum. In this context, the main purpose of the research is to examine the opinions of social studies teacher candidates on flipped learning. The research was designed as a case study, one of the qualitative research methods, and it employed content analysis method. The study group of the research consists of 6 teacher candidates studying at the 4th grade in the Department of Social Studies Education in the Faculty of Education at Niğde Ömer Halisdemir University in the 2020-2021 academic year. In the research, semi-structured interviews were used as data collection tool and each participant was interviewed online separately. In the research, an inductive approach was taken into account and themes, codes and categories were created in line with the answers given by the participants. The results of the research showed that social studies teacher candidates have sufficient knowledge about neither flipped learning nor technology-based teaching materials and teaching methods and techniques, that they have a negative attitude towards flipped learning and that students’ lack of technological equipment in the courses conducted with the flipped learning model is considered to be the biggest problem in the application of the model.



Keywords

Ters yüz edilmiş öğrenme, sosyal bilgiler, öğretmen adayı.





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