Flipped Learning Model Based on Learning Styles in Chemıstry Educatıon

  • Sema Karapınar Milli Eğitim Vakfi Schools, Turkey
  • Nagihan Kadıoğlu Department of Education, Hacettepe University, Turkey
  • Özge Özyalçın Oskay Department of Education, Hacettepe University, Turkey

Abstract

This study aimed to investigate the effectiveness of the flipped learning model, which was designed according to learning styles in the unit of "Acids, Bases, and Salts," compared to the traditional flipped learning model. For this purpose, the study was conducted in a pretest-posttest control group quasi-experimental design with the participation of 37 students who were 10th graders and it lasted for 7 weeks. The students in the experimental group students were taught in the flipped learning model, which was designed according to learning styles. In contrast, the ones in the control group were taught in the traditional flipped learning model. The results demonstrated that the experimental group achieved more success than the control group students taught in traditional flipped models. Besides, it was found through semi-structured interviews with voluntary students that the students generally had a positive perspective of the flipped learning model.

References

Adams, C., & Dove, A. (2018). Calculus Students Flipped Out: The Impact of Flipped Learning on Calculus Student’s Achievement and Perceptions of Learning. PRIMUS, 28(6), 600–615. https://doi.org/10.1080/10511970.2017.1332701.
Akkoyunlu, B. (1995). Bilgi Teknolojilerinin Okullarda Kullanımı Ve Öğretmenlerin Rolü. [The use of Information Technologies in Schools and the Role of Teachers]. Hacettepe Universitesi Egitim Fakültesi Dergisi, 11, 105–109.
Aşkar, P. & Akkoyunlu, B. (1993). Kolb Öğrenme Stili Envanteri. [Kolb Learning Style Inventory]. Eğitim ve Bilim, 87,37-47. Egitim Fakultesi Dergisi, 11, 105–109.
Bergmann, J. & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. Colorado: International Society for Technology in Education.
Cam, A., Arslan, H. O., & Cigdemoglu, C. (2022). Flipped Learning Model - Learning Style Interaction: Supporting Pre-Service Teachers on Science Teaching Methods and Personal Epistemologies. Science Education International, 33(3), 323–334. https://doi.org/10.33828/sei.v33.i3.8.
Chae, S. J. (2021). Medical Students’ Satisfaction with Online Flipped Learning by Learning Styles. Korean Journal of Medical Education, 33(4), 405. https://doi.org/10.3946/KJME.2021.208.
Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the Classroom and Instructional Technology Integration in a College-Level Information Systems Spreadsheet Course. Educational Technology Research and Development, 61(4), 563–580. https://doi.org/10.1007/S11423-013-9305-6/TABLES/10.
Demirci, M. (2018). Uzaktan Eğitimde Öğrenme Stillerine Dayali Akademik Destek Hizmetlerinin Pedagojik Formasyon Öğrencilerinin Başarisina Etkisi (The Effect of Academic Support Services Based on Learning Style in Distance Education on Pedagogical Formation Students’ Achievement) [Master Thesis, Sakarya University]. YÖK National Thesis Center.
Dunn, R. & Dunn, K. 1993. Teaching Secondary Students Through their Individual Learning Styles, Boston: Allyn & Bacon.
Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P™
Giray, L., Gumalin, D., Jacob, J., & Villacorta, K. (2022). Exploring the Online Learning Experience of Filipino College Students During Covid-19 Pandemic. Jurnal Ilmiah Peuradeun, 10(1), 227-250. https://doi.org/10.26811/peuradeun.v10i1.691
Gómez-Tejedor, J. A., Vidaurre, A., Tort-Ausina, I., Molina-Mateo, J., Serrano, M. A., Meseguer-Dueñas, J. M., Martínez Sala, R. M., Quiles, S., & Riera, J. (2020). Effectiveness of Flip Teaching on Engineering Students’ Performance in the Physics Lab. Computers & Education, 144, 103708. https://doi.org/10.1016/J.COMPEDU.2019.103708.
Göğebakan Yıldız, D., Kıyıcı, G., & Altıntaş, G. (2016). Ters-Yüz Edilmiş Sınıf Modelinin Öğretmen Adaylarının Erişileri Ve Görüşleri Açısından Incelenmesi. [A Research into the Flipped Classroom in Terms of the Academic Achievement and Views of the Prospective Teachers]. Sakarya University Journal of Education, 6/3.
Grasha, A.F. (2002). Teaching with Style: A Practical Guide to Enhancing Learning by Understanding Teaching and Learning Styles. Alliance Publishers.
Gündüz, A. Y., Dağhan, G. & Akkoyunlu, B. (2016). Dönüştürülmüş Öğrenme Ortamlarında Öğrenme Stilleri Ile Akademik Başarı Ilişkisinin Incelenmesi. [Investigation of the Relationship between Learning Styles and Academic Achievement in Transformed Learning Environments] 7. Uluslararası Eğitimde Yeni Eğitimler Konferansı (INTE 2016), Viyana, Avusturya.
Güven, M. (2004). Öğrenme Stilleri Ile Öğrenme Stratejileri Arasındaki Ilişki. [The Relationship between Learning Styles and Learning Strategies] Eskişehir: Anadolu Üniversitesi Eğitim Fakültesi Yayınları.
Halili, S. H., Sulaiman, S., Sulaiman, H., & Razak, R. (2019). Exploring Students’ Learning Styles using Mobile Flipped Classrooms | Estudio de los Estilos de Aprendizaje del Alumnado en Clases Inversas con Móbil. International and Multidisciplinary Journal of Social Sciences, 8(2), 105–125.
Hwang, G.-J., & Lai, C.-L. (2017). Facilitating and Bridging Out-of-Class and in-Class Learning: An Interactive e-Book-Based Flipped Learning Approach for Math Courses. Educational Technology & Society, 20(1), 184–197.
Jonassen, D. H., & Grabowski, B. L. (1993). Handbook of Individual Differences, Learning, and Instruction. Lawrence Erlbaum Associates, Inc.
Karasar, N. (1999). Bilimsel araştırma yöntemi (9. Baskı). [Scientific research method]. Nobel Akademik Yayıncılık.
Kılıç, E. & Karadeniz, S. (2004). The Effects of Gender and Learning Style on Navigation Strategy and Achievement. Gazi Eğitim Fakültesi Dergisi, 3: 129–146.
Kim, J. Y. (2018). A Study of Students’ Perspectives on a Flipped Learning Model and Associations among Personality, Learning Styles, and Satisfaction. Innovations in Education and Teaching International, 55(3), 314–324. https://doi.org/10.1080/14703297.2017.1286998.
Kinshuk, C., N. S., C., I. L., & Chew, S. W. (2016). Evolution is not Enough: Revolutionizing Current Learning Environments to Smart Learning Environments. International Journal of Artificial Intelligence in Education, 26(2), 561–581. https://doi.org/10.1007/S40593-016-0108-X.
Leatherman, J. L., & Cleveland, L. M. (2020). Student Exam Performance in Flipped Classroom Sections is Similar to that in Active Learning Sections, and Satisfaction with the Flipped Classroom Hinges on Attitudes toward Learning from Videos. Journal of Biological Education, 54(3), 328–344. https://doi.org/10.1080/00219266.2019.1575266/SUPPL_FILE/RJBE_A_1575266_SM7816.TIF.
Lo, C. K., & Hew, K. F. (2020). A Comparison of Flipped Learning with Gamification, Traditional Learning, and Online Independent Study: The Effects on Students’ Mathematics Achievement and Cognitive Engagement. Interactive Learning Environments, 28(4), 464–481. https://doi.org/10.1080/10494820.2018.1541910.
MacKinnon, G. (2015). Determining useful tools for the Flipped Science Education Classroom. Contemporary Issues in Technology and Teacher Education (CITE Journal), 15(1), 44–55.
Malonisio, M. (2023). Blended Learning Modality in Teaching Statistics in a Graduate Program of a State University in the Philippines. Jurnal Ilmiah Peuradeun, 11(2), 403-424. https://doi.org/10.26811/peuradeun.v11i2.889
Nouri, J. (2016). The Flipped Classroom: For Active, Effective, and Increased Learning – Especially for Low Achievers. International Journal of Educational Technology in Higher Education, 13(33), 1-10. https://doi.org/10.1186/S41239-016-0032-Z.
Nwokeji, J. C., & Holmes, T. S. (2017). The Impact of Learning Styles on Student Performance in Flipped Pedagogy. Proceedings - Frontiers in Education Conference, FIE, 2017-October, 1–7. https://doi.org/10.1109/FIE.2017.8190522.
O’Flaherty, J., & Phillips, C. (2015). The use of Flipped Classrooms in Higher Education: A Scoping Review. Internet and Higher Education, 25, 85–95. https://doi.org/10.1016/J.IHEDUC.2015.02.002.
Peker, M. (2003). Kolb Öğrenme Stili Modeli [Kolb Learning Style Model], Milli Eğitim Dergisi, 157, 185-192.
Prashar, A. (2015). Assessing the Flipped Classroom in Operations Management: A Pilot Study. Journal of Education for Business, 90(3), 126–138. https://doi.org/10.1080/08832323.2015.1007904.
Schultz, D., Duffield, S., Rasmussen, S. C., & Wageman, J. (2014). Effects of the Flipped Classroom Model on Student Performance for Advanced Placement High School Chemistry Students. Journal of Chemical Education, 91(9), 1334–1339. https://doi.org/10.1021/ED400868X/SUPPL_FILE/ED400868X_SI_002.DOCX.
Strayer, J. F. (2012). Learning in an Inverted Classroom Influences Cooperation, Innovation, and Task Orientation. Learning Environments Research, 15(2), 171–193. https://doi.org/10.1007/S10984-012-9108-4.
Şengel, E. (2016). To FLIP or not to FLIP: Comparative Case Study in Higher Education in Turkey. Computers in Human Behavior, 64, 547–555. https://doi.org/10.1016/J.CHB.2016.07.034.
Tabrani, Z. A., Idris, S., Yusoff, M. Z. M., Siswanto, R., & Murziqin, R. (2023). Strategy on boarding school development: between trend and performance analysis. Multidisciplinary Reviews, 6(2), 2023013-2023013. https://doi.org/10.31893/multirev.2023013
Taşpınar, M. (2012). Kuramdan Uygulamaya Öğretim ilke ve Yöntemleri. [Teaching Principles and Methods from Theory to Practice]. Pegem Akademi.
Tekin, D. (2020). Kimyanın Temel Kanunları, Kimyasal Hesaplamalar ve mol Kavramı Ünitelerinin Yapılandırmacılık Temelli Ters yüz Edilmiş Sınıf Modeli ile Öğretimi. (Basic Laws of Chemistry Teaching of Chemical Calculations and Mole Concept Units with Constructivism based Inverted Class Model) [Master thesis, Marmara University]. YÖK National Thesis Center.
Teo, T. W., Tan, K. C. D., Yan, Y. K., Teo, Y. C., & Yeo, L. W. (2014). How Flip Teaching Supports Undergraduate Chemistry Laboratory Learning. Chemistry Education Research and Practice, 15(4), 550–567. https://doi.org/10.1039/C4RP00003J.
Usta, A., Bodur, H., Yağız, D. & Sünbül, A. M. (2011). İlköğretim fen Bilgisi Derslerinde Öğrenme Stillerine Dayalı Öğretim Etkinliklerinin Öğrenci Erişi ve Tutumlara Etkisi. [The Effect of Teaching Activities Based on Learning Styles on their Achievement and Attitude Related Science Lecture in Primary School]. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, (31), 1-13.
Werner, L., Denner, J., Campe, S., & Kawamoto, D. C. (2012). The Fairy Performance Assessment: Measuring Computational Thinking in Middle School. SIGCSE’12 - Proceedings of the 43rd ACM Technical Symposium on Computer Science Education, 215–220. https://doi.org/10.1145/2157136.2157200.
Wilson, S. G. (2013). The Flipped Class: A Method to Address the Challenges of an Undergraduate Statistics Course. Teaching of Psychology, 40(3), 193–199. https://doi.org/10.1177/0098628313487461.
Zereyak, E. (2005). Grasha-Riechmann Öğrenci Öğrenme Stilleri Ölçeğinin Türkçe Uyarlaması. [Adoption Grasha – Riechmann Student Learning Style Survey into the Turkish]. Eğitim Bilimleri ve Uygulama Dergisi, 4(8), 117-138.
Published
2023-09-30
How to Cite
KARAPINAR, Sema; KADIOĞLU, Nagihan; ÖZYALÇIN OSKAY, Özge. Flipped Learning Model Based on Learning Styles in Chemıstry Educatıon. Jurnal Ilmiah Peuradeun, [S.l.], v. 11, n. 3, p. 847-872, sep. 2023. ISSN 2443-2067. Available at: <http://journal.scadindependent.org/index.php/jipeuradeun/article/view/954>. Date accessed: 20 july 2024. doi: https://doi.org/10.26811/peuradeun.v11i3.954.