[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588241-105":59,"doc-detail-588241-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","middle-school-students-experiences-and-perceptions-about-flipped-classroom-applications-used-in-geometry-lessons","MIDDLE SCHOOL STUDENTS’ EXPERIENCES AND PERCEPTIONS ABOUT FLIPPED CLASSROOM APPLICATIONS USED IN GEOMETRY LESSONS","","The study investigates middle school students’ experiences and perceptions of flipped classroom applications in geometry lessons. Designed as a case study, it gathers data through field notes, focus group interviews, and semi-structured interviews with 26 eighth-grade students in Turkey. Within the flipped classroom approach, lecture videos and summaries, multimedia activities, and exercises are delivered via the Education Information Network (EIN) lesson module. Results show students can control learning pace, find the module generally comprehensible, and benefit from in-class activities through deeper, more meaningful mathematics learning, improved peer and teacher-student interaction, increased engagement, sufficient time for tasks, and reduced bias toward mathematics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/middle-school-students-experiences-and-perceptions-about-flipped-classroom-applications-used-in-geometry-lessons/588241/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/middle-school-students-experiences-and-perceptions-about-flipped-classroom-applications-used-in-geometry-lessons/588241.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How was the research designed and what data were collected?","Question",{"text":112,"@type":113},"The research was designed as a case study. Data were collected through field notes, focus group interviews, and semi-structured interviews.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What learning materials were delivered in the flipped classroom approach?",{"text":117,"@type":113},"Lecture videos and summaries, multimedia activities, and exercises were sent to students through the Education Information Network (EIN) lesson module.",{"name":119,"@type":110,"acceptedAnswer":120},"What did students report as key benefits during the in-class activities?",{"text":121,"@type":113},"In-class activities helped students learn mathematics in a meaningful and in-depth way, improved interaction between students and between students and teachers, supported active participation, and enabled better learning through group peer support.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588241,1792165962,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","MIDDLE SCHOOL STUDENTS’ EXPERIENCES AND PERCEPTIONS ABOUT FLIPPED CLASSROOM APPLICATIONS  \nUSED IN GEOMETRY LESSONS  \nNuray ÇAKIROĞLU, Mutlu PİŞKİN TUNÇ  \nAbstract: The purpose of the study was to investigate the experiences and perceptions of middle  \nschool students about the flipped classroom applications used in geometry lessons. The research  \nwas designed as a case study. Data were collected through field notes, focus group interviews, and  \nsemi-structured interviews. The sample consisted of 26 eighth-grade students studying in a state  \n middle school in Turkey. Within the scope of the flipped classroom, lecture videos and summaries,  multimedia activities, and exercises were sent to the students through the Education Information  \nNetwork (EIN) lesson module. The results indicated that students could control their learning at  \ntheir pace and the lesson module were generally comprehensible. Moreover, the in-class activities  \nenabled students to learn mathematics in a meaningful and in-depth manner. There was enough  \ntime for the application and implementation of classroom tasks. Furthermore, students learned  \nbetter by getting support from their friends in the group, the interaction between student-student  \nand student-teacher improved, and they were actively involved in the lessons. Additionally,  \nstudents' bias towards mathematics decreased.  \nKey words: Flipped classroom, hybrid educational models, education information network,  \nmathematics education.  \n1. Introduction  \nIt becomes inevitable to modify to human needs in today’s world due to the developing technologies, scientific studies, and growing population. Unfortunately, utilizing traditional models and strategies in education systems does not manage to satisfy such needs effectively (Aydın, 2016 ; Bilyalova, Salimova, & Zelenina, 2019) . Traditional learning has been found to limit students, teachers, the variety of classroom environment, current materials, and techniques (Kharat, Joshi, Badadhe, Jejurikar, & Dharmadhikari, 2015) . Further, it is known that in the traditional education system, thereis a lack of time for classroom tasks due to excessive lesson contents (Külekçi, 2013) . In the traditional education system, there are also negative comments such that homework may cause tiredness among students, it is difficult to check whether students’ study efficiently or not (Kapıkıran & Kıran, 1999) and homework are done in an atmosphere in which students cannot ask their questions to the teachers (Talbert, 2012) . Prensky (2001) emphasized that it was meaningless to educate today’s students growing with technology in the same way as previous generations. Moreover, it is difficult to keep up with the times if technological opportunities are not integrated into the educational field (Ally, 2009 ; Bilyalova et al., 2019) . Drucker (1994) stated that the biggest change with technology will be in the structure, content, meaning and importance of the information for societies . In today's world, digital technology is not only a tool, but also a way of life that opens new possibilities, such as studying at any time that is convenient for you and continuing your education (Bilyalova et al., 2019) . In this sense, while the digital revolution transforms societies, it restructures education systems and eliminates certain controversial doctrines (Toffler, 1996) . Moreover, this transformation brings about a radical paradigm change in global learning systems, bringing to light the necessity of questioning and updating the designed learning and teaching environments, teacher and student roles, and educational tools used (Kuhn, 2003; Prashar, 2015) . In this context, by targeting to bring a different dimension to the traditional education system, it becomes increasingly significant to integrate flipped classroom  \nmodel, regarded as an interchange between homework and lecture, into education (Abeysekera & Dawson, 2014) .  \nCovid-19 virus, which arose in China in ","cbCaivCrzCxVOItP","https://ap.wps.com/l/cbCaivCrzCxVOItP","pdf",402095,17,"English","# Introduction\n## Flipped classroom rationale and technological change\n## COVID-19 and the move toward hybrid learning\n## Geometry learning challenges and need for instructional change","[{\"question\":\"How was the research designed and what data were collected?\",\"answer\":\"The research was designed as a case study. Data were collected through field notes, focus group interviews, and semi-structured interviews.\"},{\"question\":\"What learning materials were delivered in the flipped classroom approach?\",\"answer\":\"Lecture videos and summaries, multimedia activities, and exercises were sent to students through the Education Information Network (EIN) lesson module.\"},{\"question\":\"What did students report as key benefits during the in-class activities?\",\"answer\":\"In-class activities helped students learn mathematics in a meaningful and in-depth way, improved interaction between students and between students and teachers, supported active participation, and enabled better learning through group peer support.\"}]","MIDDLE SCHOOL STUDENTS’ EXPERIENCES AND PERCEPTIONS ABOUT FLIPPED CLASSROOM APPLICATIONS USED IN GEOMETRY LESSONS | PDF",1792064827,43]