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Tytuł pozycji:

Implementing Flipped Classroom Model in Developing Basic Language Arts of the Fourth Grade Students

Tytuł:
Implementing Flipped Classroom Model in Developing Basic Language Arts of the Fourth Grade Students
Autorzy:
Kaya, Mehmet Fatih (ORCID 0000-0001-8494-8429)
Temat:
Foreign Countries
Grade 4
Turkish
Elementary School Students
Student Attitudes
Teacher Attitudes
Elementary School Teachers
Parent Attitudes
Flipped Classroom
Language Skills
Cognitive Ability
Affective Behavior
Psychomotor Skills
Interpersonal Competence
Skill Development
Język:
English
Źródło:
Turkish Online Journal of Distance Education. Oct 2021 22(4):183-211.
Dostępność:
Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: ; e-mail: ; Web site: http://tojde.anadolu.edu.tr/
Recenzowane naukowo:
Y
Page Count:
29
Data publikacji:
2021
Typ dokumentu:
Journal Articles
Reports - Research
Education Level:
Elementary Education
Grade 4
Intermediate Grades
ISSN:
1302-6488
Abstractor:
As Provided
Data wpisu:
2021
Numer akcesji:
EJ1316771
Czasopismo naukowe
This study aims to examine the role of the Flipped Classroom Model (FCM) in the development of the basic language skills of 4th grade students in Turkish language lesson. In this respect, in the 4th grade Turkish language lesson in which the FCM was used, the views of fourth-grade students, their teachers, and parents related to the circumstances and process occurred during the implementation of the FCM in improving the basic language skills of students were investigated. The study was designed in the action research. The study was conducted with thirteen activities in the fourth grade Turkish language lesson and lasted nine weeks and 45 course hours. Data were collected from observations, interviews, documents, action plans, learning materials and validation committee meeting decisions. According to results the activities carried out during the implementation contributed to the development of language skills of the students. It was also seemed that students' various cognitive, affective, psychomotor and social skills developed, that improvements happened in terms of classroom management, and that behavioral problems which affect the implementation process decreased. In addition, students, their teachers and parents were observed to have positive opinions regarding the FCM and the implementation process.

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