Flipped classroom model in physical education and sport teaching: Beden eğitimi ve spor öğretiminde ters yüz sınıf modeli

Burcu Karaman

doi:10.14687/jhs.v20i3.6382

Authors

Burcu Karaman Researcher https://orcid.org/0000-0003-0161-8825

DOI:

https://doi.org/10.14687/jhs.v20i3.6382

Keywords:

Flipped classroom model, physical education and sports lesson

Abstract

This research aimed to reveal the experiences of the 9th grade students and the lesson teacher who use the lipped classroom model in physical education and sports lessons. Therefore, phenomenology, one of the qualitative research designs, was preferred in the research. The research was carried out with 1 physical teacher and 15 9th grade students in a secondary education institution located in the Ereğli district of Zonguldak in the second term of the 2022-2023 academic year. Criterion and convenient sampling, which are among the purposive sampling techniques, were used to determine the study group. In the research, a semi-structured interview form prepared for teachers and students was used as a data collection tool. The interviews were conducted face-to-face in the assistant principal's room at the school. A voice recorder was used to avoid data loss. The interviews lasted 32 minutes with the physical education and sports teacher and between 10-18 minutes with the students. The data were analyzed with content analysis using the Maxqda 2020 program. As a result of the research, it was determined that the physical education and sports teacher and the students had positive opinions about the flipped classroom model. According to the research results, this model; It can be said that it is effective in terms of features such as saving time in the lesson, being fun, attracting attention, being applicable, having an efficient process and being applied in different lessons.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

References

Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student İn Every Class Every Day. Washington: International Society for Technology in Education (ISTE)

Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers and Education, 151, 103819. https://doi.org/10.1016/j.compedu.2020.103819

Boyraz, S. (2014). İngilizce öğretiminde tersine eğitim uygulamasının değerlendirilmesi. Yüksek Lisans Tezi, Afyon Kocatepe Üniversitesi Sosyal Bilimler Enstitüsü, Afyon.

Bozdağ, H. C. & Türkoğuz, S. (2021). 5. sınıf fen bilimleri dersi öğrencilerinin ters yüz sınıf modeline yönelik görüşleri. International Journal of New Trends in Arts, Sports & Science Education (IJTASE),10(2), 83-104.

Chen, Y., Wang, Y., Kinshuk., & Chen, N. S. (2014). Is FLIP Enough? or Should We Use the Flipped Model Instead? Computers & Education,79, 16-27.

Creswell, J. W. (2009). Research design, qualitative, quantitative, and mixed methods approaches (Third Edition). California: SAGE Publications

Çetin Köroğlu, Z. (2015). The effects of flipped instruction on pre-service English language teachers' speaking skills development. Doktora Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, ankara.

Çoşgun, G. (2020). Ters yüz eğitim modeliyle STEM etkinliklerinin fen bilgisi öğretmen adaylarının öz yeterlik inançlarına ve STEM eğitim yaklaşımına yönelik etkisi. Yüksek Lisans Tezi, Akdeniz Üniversitesi Eğitim Bilimleri Enstitüsü, Antalya.

Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the Classroom and Instructional Technology Integration in a College-Level Information Systems Spreadsheet Course. Education Technology Research Development,61, 563-580.

Demiralay, R. (2014). Evde ders okulda ödev modelinin benimsenmesi sürecinin yeniliğin yayılımı kuramı çerçevesinde incelenmesi. Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.

Frydenberg, M. (2012). Flipping Excel. Proceedings of the Information Systems Educators Conference, New Orleans Louisiana, USA.

Güç, F. (2017). Rasyonel sayılar ve rasyonel sayılarda işlemler konusunda ters- yüz sınıf uygulamasının etkileri. Yayımlanmamış Yüksek Lisans Tezi, Amasya Üniversitesi Fen Bilimleri Enstitüsü, Amasya.

Hinojo Lucena, F. J., López Belmonte, J., Fuentes Cabrera, A., Trujillo Torres, J. M., & Pozo

Sánchez, S. (2019). Academic effects of the use of flipped learning in physical education. International journal of environmental research and public health, 17(1), 276.

Lee, S. M., Burgeson, C. R., Fulton, J. E. & Spain, C. G. (2007). Physical education and physical activity: Results from the school health policies and programs study 2006. Journal of School Health, 77(8), 435-463. https://doi.org/10.1111/j.1746-1561.2007.00229.x

Ilgın Özben, D. (2022). Tersyüz sınıf modelinin ilkokul matematik dersi öğretimine etkisi: Karma yöntem araştırması. Yüksek Lisans Tezi. Akdeniz Üniversitesi Eğitim Bilimleri Enstitüsü, Antalya.

Karaman, B. (2018). Ters yüz sınıf modelinin sosyal bilgiler 7. sınıf yaşayan demokrasi ünitesinde uygulanması. Yüksek Lisans Tezi. Aydın Adnan Menderes Üniversitesi Sosyal Bilimler Enstitüsü, Aydın.

Karaman, B. (2021). Beden eğitimi ve spor dersinde uygulanan ters-yüz öğrenme modelinin öğrencilerin bilgi, beceri ve motivasyon düzeylerine etkisi. Yüksek Lisans Tezi. Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü, Denizli.

Khalmatova, Z. (2017). Yabancı dil olarak Türkçe öğretiminde modern yöntem ve tekniklerin kullanımı: ters-yüz sınıf modeli. Hacettepe Üniversitesi Yabancı Dil Olarak Türkçe Araştırmaları Dergisi, (3), 35-51.

Kong, S. C. (2014). Developing Information Literacy and Critical Thinking Skills Though Domain Knowledge Learning in Digital Classrooms: An Experience of Practicing Flipped Classroom Straregy. Computers & Education, 78, 160-173.

Lage, M. j., Platt, G., & Treglia, M. (2000). Inverting the Classrıım: A Gateway to Creating an Inclusive Learning Envirenment. Journal of Economic Educaion,31(1), 30-43.

Lin, Y. N., Hsia, L. H., Sung, M. Y. & Hwang, G. H. (2019). Effects of integrating mobile technology-assisted peer assessment into flipped learning on students’ dance skills and self-efficacy. Interactive Learning Environments. https://doi.org/10.1080/10494820.2018.1461115.

Lin, Y. N., Hsia, L. H., & Hwang, G. J. (2021). Promoting pre-class guidance and in-class reflection: A SQIRC-based mobile flipped learning approach to promoting students’ billiards skills, strategies, motivation and self-efficacy. Computers and Education, 160, 104035. https://doi.org/10.1016/j.compedu.2020.104035

Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon. https://doi.org/10.1108/10748120110424816

Şenel, M., & Kahramanoğlu, R. (2018). İlkokul İngilizce dersinde ters yüz sınıf (flipped classroom) modeli uygulamasının değerlendirilmesi. Disiplinlerarası Eğitim Araştırmaları Dergisi, 2(3), 28-37.

Turan, Z. & Göktaş, Y. (2015). Yükseköğretimde Yeni Bir Yaklaşım: Öğrencilerin Ters Yüz Sınıf Yöntemine İlişkin Görüşleri. Yükseköğretim ve Bilim Dergisi, 5(2), 156-164.

Østerlie, O. (2018). Flipped learning in physical education: Why and how? Physical Education and New Technologies, 7, 55-57.

Østerlie, O. & Mehus, I. (2020). The impact of flipped learning on cognitive knowledge learning and intrinsic motivation in norwegian secondary physical education. Education Sciences. https://doi.org/10.3390/educsci10040110

Van Manen, M. (2007). Phenomenology of practice. Phenomenology & Practice, 1(1), 11-30

Yestrebsky, C. L. (2015). Flipping the Classroom in a Large Chemistry Class- Research University Environment. Procedia- Social and Behavioral Sciences, 191, 1113- 1118

Zhao, D. & Kang, H. L. (2020). Practice exploration of flipping classroom in table tennis club in the informatization age. Procedia Computer Science. https://doi.org/10.1016/j.procs.2020.02.044

Zownorega, J.S. (2013). Effctiveness of flipping the classroom in a honors level, mechanics-

based physics class. Masters Theses. Eastern Illinois Universty.