Examining the applicability of the flipped class room model in secondary education according to teacher perceptions

The flipped classroom model has become important in the development of different teaching strategies with the constructivist approach that has gained importance in today's education system. In the literature, it is possible to come across studies in which the advantages and disadvantages of using flipped classes in education are investigated and examples including flipped class learning practices are presented in the literature. In addition, an example of a scale adaptation study aimed at determining the level of student readiness for flipped class learning is included in the Turkish literature. However, no study was seen to determine the extent to which the flipped learning model was applicable at different teaching grades. In this thesis, the applicability of the flipped learning model in secondary education will be examined according to variables such as age, gender, branch, technology, literacy levels, technology usage competencies, characteristics of the target audience, and the characteristics of the school they work for. This study was conducted with descriptive survey model and the working group of the study consisted of teachers working in secondary education institutions of National Education Ministry in Ipekyolu, Edremit and Tuşba districts of Van. Quantitative data were collected with four scale forms developed by the researcher. Since the measurement and evaluation tool appropriate to the purpose of the study is not found in the literature review, scale development process will be applied in the development of the scales. These scales were applied to the teachers in the study group. Analyzing the quantitative data were achieved in SPSS program. The presentation of the findings and the evaluation of the results were made by taking into consideration the scale characteristics in line with the research problems.