Abstract:

The main objective of this research is to determine the impact of the flipped learning practice on the skills and academic achievements of teaching candidates to use technology. The work group of the research in which the karma pattern is used is Siirt University, educational faculty’s 2nd class teaching candidates. The research used a semi-configured conversation form and success test developed by the researcher as a data collection tool. In the research, the computer package program was used in the statistical analysis of the data obtained from the success test applied as a pre-test and final test to the experiment and control groups. To determine whether the score obtained from the success test shows normal distribution, the value considered to Kolmogorov-Simirnov is 0. It is required to be less than 5. Also, through the document analysis, citations were made from the activities and diaries of the teachers candidates. In the analysis of the data, the normality test was first done. As a result, a dependent and independent T-test was used. Qualitative data is subject to visual and content analysis methods. The results from the research have come to the following conclusions: The experimental group in which the Flipped learning practices were performed has seen increases in the academic achievements of students. Experimental group students have shown active participation in the classroom with group work and individual activities. Unlike the traditional understanding of education, they have prepared themes related to the course outside the classroom and have done tasks and activity weight studies within the classroom. At home, they have used their high-level skills such as problem-solving and critical thinking in the learning and teaching process with the understanding of task/effect at school. They use these skills to increase their awareness of teaching. Nevertheless, the control group students remembered the subject stories in the classroom of the teacher during and at the end of the process. In other words, the control group is not able to realize meaningful learning and the conclusion is that their final objectives are to get a note passing through the course. A variety of recommendations have been presented based on the results of the data obtained from the analysis of quantity and quality data.

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