Flipped learning in pre-service social studies teacher education: A mixed-method study

The general purpose of this study is to investigate the effect of flipped learning on teaching - learning approaches, attitudes toward the constructivist approach and skills for preparing the constructivist classroom of pre-service social studies teachers. In addition, it is aimed to evaluate the view of pre-service social studies teachers on implementations developed with regard to flipped learning and flipped learning itself. Embedded mixed methods research design was used in the study. To gather necessary data, 'The Teaching and Learning Conceptions Questionnaire" which is developed by Chan and Elliot (2004) and later adapted in Turkish by Aypay (2011), 'Constructivist Approach Attitude Scale' developed by Evrekli, İnel, Balım and Kesercioğlu (2009) and 'Constructivist Learning Environment Observation Form' developed by Özden (2012) are used. In order to obtain views of pre-service social studies teachers about applications driven according to flipped learning and about flipped learning, semi structured focus group interview developed by the researcher and virtual diaries found in the web site were used. Data gathered from those processes were analyzed by using software. Parametric tests were conducted for quantitative data showing normal distribution. On the other hand, nonparametric tests were conducted for quantitative data not showing normal distribution. Content analysis was performed for the qualitative data. As a result of the study, flipped learning has an effect on learning and teaching conceptions of the pre-service social studies teachers however there was no significant difference. Results of the investigation of the effect of flipped learning on the attitude toward constructivism show that there is a meaningful difference in favor of experimental group at the end of the experimental process while there is no meaningful difference between experimental and control group before starting the study. Having evaluated the effect of flipped learning on constructivist learning environment observation form, at the end of the flipped learning activities applied to pre-service teachers; there was a meaningful increase on the total points which were obtained from preparation of learning activities, learning-teaching process and observation form. After evaluation of the qualitative results, it is determined that activities prepared according to flipped learning rules meet the expectations of the pre-service teachers and it is concluded that those activities contribute pre-service teachers in terms of professional and academic life. According to the qualitative results, it can be said that there are some limitations about the application of flipped learning such as poor infrastructure, physical problems in classrooms, too long preparation time, and low support from students' families.