Browsing by Author "Kara, Yilmaz"

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Effect of Flipped Classroom Model Supported Science Teaching on Learning Responsibility and Perceived Self-Regulation Skills
(Nesibe Aydin Education Inst, 2025) Kilic, Kubra; Bakirci, Hasan; Kara, Yilmaz
The study aims to investigate the effect of Flipped Classroom Model (FCM) supported science teaching on sixth-grade students' learning responsibility and perceived self-regulation skills. A mixed design was adopted to reveal the effects of FCM supported science teaching. The participants consisted of 39 students in total. The research used the Responsibility for Learning Scale (RLS) and Perceived Self-Regulation Scale (PSS) as quantitative data collection tools. An interview form was used as a qualitative data tool. Quantitative data obtained in the study were analyzed with comparative statistical tests. Qualitative data were analyzed with content analysis. Research results found that FCM-supported science teaching effectively improved sixth-grade students' ability to take responsibility for learning and perceived self-regulation. In addition, the FCM supported science teaching increased students' responsibilities, improved self-confidence, made knowledge permanent, and made learning fun. Thus, the FCM can be considered as a useful tool if there is a need to improve regulation and taking responsibility skills.
Effect of Inquiry-Based Laboratory Approach on Scientific Process Skills, Critical Thinking Skills, and Opinions of Ninth Grade Students: Cell Unit Example
(Univ Sultan Ageng Tirtayasa, Fac Teacher Training & Education (fkip), Dse, 2023) Erkacmaz, Kubra Basak; Bakirci, Hasan; Kara, Yilmaz
This research aimed to investigate the effect of the inquiry-based laboratory approach on the science process and critical thinking skills of 9th-grade students as well as opinions about the approach. The study was designed according to the case study research model. The research was conducted with 56 students, 28 in the experimental group and 28 in the control group, studying at a high school. While the lessons in the experimental group were carried out with the inquiry-based laboratory approach, the subjects were carried out according to the current teaching in the control group. Science Process Skills Test, Critical Thinking Disposition Inventory, and Semi-Structured Interview Form were used as data collection tools. Data were analyzed both through inferential and content analysis. As a result of the research, the inquiry-based laboratory approach effectively improves ninthgrade students' science process skills and critical thinking dispositions. In addition, the inquiry-based laboratory approach enabled students to be successful in subjects such as active participation in the lesson, obtaining permanent information, creating information themselves, group work, and experimenting. An inquiry-based laboratory approach to various topics is recommended, and teachers should be trained in it.