Developing teaching practice
The aim of this study is to investigate the results of the flipped classroom model, which was prepared and applied in collaboration with colleagues, on the academic success on stereochemistry one of the topic the organic chemistry course of pre-service chemistry teachers, the views of the pre-service chemistry teachers about the flipped classroom model and the views of the collaborating faculty member about the practice. The study was designed and carried out according to the participatory action research method. Seventeen pre-service chemistry teachers participated in the study. In the study, short videos were shot in which the instructor of the course explained the lessons and the researcher provided pedagogical and technical support in order to carry out the stereochemistry lesson with the flipped classroom model. Quantitative and qualitative data were collected. The quantitative, which was collected with data the achievement test, was analyzed with the non-parametric Wilcoxon Test. The qualitative data were analyzed with the content analysis method. Quantitative results showed that there was a significant difference between the pre-test and post-test achievement scores in favor of the post-test. As a result of the qualitative content analysis, it was determined that the pre-service teachers had positive views toward flipped classroom such as support learning, solving plenty of questions, watching the videos as often as desired, and being prepared for the lesson. The instructor who conducted the course also stated that he had positive thoughts about using the same method in his lessons and sharing the course material on online platforms.
- Learning material to be used at home has a critical importance in the flipped classroom model. Therefore, special attention should be paid to the preparation of quality material in respect of sound, image and length of videos.
- When the flipped classroom model is used in economically weak regions, sufficient internet facilities should be provided to the students so that they can easily and sufficiently access the course material.
- Follow-up mechanisms should be established to ensure that students come to the lesson prepared.
- While studying the course material at home, online forums should be created where students can ask questions to their teachers and friends and get instant feedback.
- Collaborations should be encouraged among experienced faculty members who want to use the flipped classroom model in their lessons.
Erol, T., & Celik, S. (2022). Flipped classrooms: Designed and implemented with colleagues collaboration. Journal of University Teaching & Learning Practice, 19(3). https://ro.uow.edu.au/jutlp/vol19/iss3/13