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In this study, it was aimed to determine the deep (meaningful) learning perception levels of teacher candidates in the philosophy of education course conducted with blended learning. Within the framework of this purpose, learning and teaching activities were carried out in a learning environment developed based on the flipped learning method. In the study, the deep learning perception levels of teacher candidates were examined in terms of various variables. The research, which was carried out with a quasi-experimental design, was carried out on three groups: mathematics and science education, Turkish and social sciences education, and basic education. 42 (%) teacher candidates from the mathematics and science education department, 40 (33.3%) from the Turkish and social sciences education department, and 44 (%34.9) teacher candidates from the basic education department participated in the research. “Deep (Meaningful) Learning Perception Scale” developed by Tatli (2022) was used to obtain research data. As a result of the research, it has been determined that there is no significant difference between the deep learning perception levels of teacher candidates and their gender, department, theoretical and applied course preferences, technologies used in internet access and learning resources. In the study, it was concluded that the deep learning perception levels of the teacher candidates in the study groups were high and close to each other.
In this study, the aim is to determine the levels of deep (sensitive) learning perception in the course of educational philosophy conducted by the teacher candidates with mixed learning. In the framework of this goal, learning and teaching activities are carried out in a learning environment developed based on the reverse learning method. In the study, the deep learning perception levels of the teacher candidates were studied in terms of various variables. The research carried out with a semi-experimental pattern has been carried out on three groups, including Mathematics and Science Education, Turkish and Social Sciences Education and Basic Education. The study included 42 (33.3%) teachers from the Department of Mathematics and Science Education, 40 (31.7%) from the Department of Turkish and Social Science Education and 44 (34.9%) from the Department of Basic Education. To obtain the research data, the "Deep (Meaningful) Learning Perception Scale" developed by Tatli (2022) was used. The research finds that there is no significant difference between teachers' deep learning perception levels and gender, department, theoretical and practical course preference, the technologies they use in internet access and the learning resources preference. The study found that the level of deep learning perception of teachers candidates in the study groups was high and close to each other. The Ethical Board Report of the Research; the University of Muş Alparslan, the Board of Scientific Research and Publishing Ethics was adopted on 11.05.2022, with the number of meetings number 07 and resolution number 59.
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