Flipped Learning Model - Learning Style Interaction: Supporting Pre-service Teachers on Science Teaching Methods and Personal Epistemologies

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dc.authorscopusid36080309900
dc.authorscopusid54787322100
dc.authorscopusid54787397100
dc.contributor.authorÇam, Aylin
dc.contributor.authorArslan, Harika Özge
dc.contributor.authorÇiğdemoğlu, Ceyhan
dc.date.accessioned2023-07-26T11:55:14Z
dc.date.available2023-07-26T11:55:14Z
dc.date.issued2022
dc.departmentDÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümüen_US
dc.description.abstractThis study revealed how the flipped learning model interacted with the learning styles of primary pre-service teachers. In addition, the impact of the flipped model on participants' science teaching course achievement and personal epistemologies was investigated. A mixed-method research design was conducted with 27 primary pre-service teachers enrolled in a Science Teaching Course. The flipped classroom model was applied for 15 weeks. The Kolb Learning Style Inventory was distributed to categorize participants under learning styles. Midterm and final exam scores were used as an indicator of course achievement and compared with 30 primary pre-service teachers' achievement from the previous semester. Lesson plans of the participants were analyzed qualitatively to investigate the personal epistemologies of the participants. Analysis indicated that flip learning environment supported "divergers" more than the others on course achievement. The level of sophistication on personal epistemologies changed across learning styles and the method of teaching differed across learning styles. Further studies need to be conducted to reveal how teacher education programs help pre-service teachers improve personal epistemologies and transfer them to their instruction. © 2022 Journal of Open Humanities Data. All rights reserved.en_US
dc.identifier.doi10.33828/sei.v33.i3.8
dc.identifier.endpage334en_US
dc.identifier.issn2077-2327
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85144794169en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage323en_US
dc.identifier.urihttps://doi.org/10.33828/sei.v33.i3.8
dc.identifier.urihttps://hdl.handle.net/20.500.12684/13029
dc.identifier.volume33en_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorArslan, Harika Özge
dc.language.isoenen_US
dc.publisherInternational Council of Associations for Science Education (ICASE)en_US
dc.relation.ispartofScience Education Internationalen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmz$2023V1Guncelleme$en_US
dc.subjectflip classroomen_US
dc.subjectFlip learningen_US
dc.subjectlearning stylesen_US
dc.subjectpersonal epistemologiesen_US
dc.subjectpre-service teachersen_US
dc.titleFlipped Learning Model - Learning Style Interaction: Supporting Pre-service Teachers on Science Teaching Methods and Personal Epistemologiesen_US
dc.typeArticleen_US

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