Middle School Students' Experiences and Perceptions about Flipped Classroom Applications Used in Geometry Lessons

Autor/inn/en	Çakiroglu, Nuray; Piskin Tunç, Mutlu
Titel	Middle School Students' Experiences and Perceptions about Flipped Classroom Applications Used in Geometry Lessons
Quelle	In: Acta Didactica Napocensia, 15 (2022) 2, S.26-42 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Middle School Students; Student Attitudes; Flipped Classroom; Geometry; Mathematics Instruction; Grade 8; Foreign Countries; Mathematics Education; Geometric Concepts; Turkey + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Flipped classrooms; Flip teaching; Inverted teaching; Geometrie; Mathematics lessons; Mathematikunterricht; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Mathematische Bildung; Elementare Geometrie; Türkei
Abstract	The purpose of the study was to investigate the experiences and perceptions of middle school students about the flipped classroom applications used in geometry lessons. The research was designed as a case study. Data were collected through field notes, focus group interviews, and semi-structured interviews. The sample consisted of 26 eighth-grade students studying in a state middle school in Turkey. Within the scope of the flipped classroom, lecture videos and summaries, multimedia activities, and exercises were sent to the students through the Education Information Network (EIN) lesson module. The results indicated that students could control their learning at their pace and the lesson module were generally comprehensible. Moreover, the in-class activities enabled students to learn mathematics in a meaningful and in-depth manner. There was enough time for the application and implementation of classroom tasks. Furthermore, students learned better by getting support from their friends in the group, the interaction between student-student and student-teacher improved, and they were actively involved in the lessons. Additionally, students' bias towards mathematics decreased. (As Provided).
Anmerkungen	Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: submit_adn@yahoo.com; Web site: http://adn.teaching.ro
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01