Using the Flipped Classroom Model in the Development of Basic Language Skills and Enriching Activities: Digital Stories and Games

Autor/inn/en	Girmen, Pinar; Kaya, Mehmet Fatih
Titel	Using the Flipped Classroom Model in the Development of Basic Language Skills and Enriching Activities: Digital Stories and Games
Quelle	In: International Journal of Instruction, 12 (2019) 1, S.555-572 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Blended Learning; Turkish; Teaching Methods; Learning Processes; Computer Games; Action Research; Language Skills; Photography; Computer Software; Oral Reading; Telecommunications; Handheld Devices; Video Technology; Grammar; Psychomotor Skills; Grade 4; Elementary School Students; Technology Integration; Educational Games; Toys + Suchen Sie Ihr Suchwort? Türkisch; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Computer game; Computerspiel; Computerspiele; Projektforschung; Language skill; Sprachkompetenz; Fotografie; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Telekommunikationstechnik; Grammatik; Psychomotorische Aktivität; School year 04; 4. Schuljahr; Schuljahr 04; Educational game; Lernspiel; Toy; Spielzeug
Abstract	The purpose of this research is to enrich the process of developing the basic language skills of 4th grade students with digital story activities and games based on the Flipped Classroom Model (FCM). This study was conducted with 4th grade students in a Turkish course. It was based on action research. The Turkish courses were prepared according to the FCM. The aim was to develop basic language skills of the students with various activities. This study focused on digital story and games. For the digital story activity, the students prepared some scenes of the text they wrote with play dough, took pictures and recorded their voices by reading the text aloud. After that, they sent them to the researcher via WhatsApp. After gathering the material, digital stories were converted into a video. Before the game based activities, some texts and grammar topics were presented to the students. Then, some games were played in the classroom to reinforce the newly acquired knowledge. In conclusion, with the use of FCM, by enriching with digital story and game-based activities teaching-learning processes in Turkish courses, the development of students in many areas, firstly basic language skills, then cognitive, emotional, social and psychomotor skills were contributed. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01