Özet:

The Flipped Classroom Model is a student-centered learning model in which students effectively assimilate subjects in the classroom, where they often perform their learning out of school with materials such as narrative, film, presentation, or video. The purpose of this study is to examine the effect of the Flipped Classroom Model on the academic success of prospective teachers.   Experimental pattern model with pretest-posttest control group was used in the study. One experimental and the other control group were determined for the study. The study group of the investigation is the second grade students who study at the Department of Elementary Teacher Education in Mustafa Kemal University Faculty of Education in 2016-2017 academic years. The study continued 6 weeks. An achievement test was developed previously by the researcher and the developed achievement test was applied twice to the groups as pretest and posttest for the study. The Cronbach Alpha coefficient, which is the coefficient of validity and reliability of the achievement test was calculated and it was determined as 0.83. As a result of the research, as a result of the research, the academic achievement of all the students who are studying according to both the traditional education system and the Flipped classroom model increased. However, the academic achievement of the students who are studying according to Flipped classroom model  increased more than the academic achievement of students who are studying according to the traditional education system.

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