Abstract:

This study aimed at examining the views of preservice teachers regarding teaching activities carried out by using the Flipped Classroom (FC) model. Case study was employed as a qualitative research method under the study. Criterion sampling one of the purposeful sampling methods was used in the study, where fifteen preservice teachers in their senior year in Science Teaching Department constituted the study group. A questionnaire consisted of 7 open-ended items was developed by the researchers for purpose of use as a data collection tool in the study. The data obtained from the study group were analyzed by means of content analysis. Upon the study, it was observed that the participants had initially been highly biased towards the FC, but the students' biases were finally eliminated at the end of the study. Moreover, they conveyed their opinions on the FC specifically in terms of communication/interaction, educational benefit and affective characteristics. From a student's perspective, the participants reported their views on the use of Facebook as an FC and they mainly pointed out to its educational benefits. Whereas, from a teacher's perspective, they reported their views on educational benefits, the content of the FC and their roles as teachers.

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