Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2022, Cilt: 11 Sayı: 2, 379 - 400, 31.12.2022

Sibel Güven Merve Uçar

https://doi.org/10.55020/iojpe.1085343

Öz

Kaynakça

  • Arstorp, A. T. (2018). Future classroom labs in Norwegian pre-service teacher education. In: Wu, T. T., Huang, Y. M., Shadiev R., Lin, L., and Starcic A. (Eds) Innovative Technologies and Learning. Springer. Retrieved from https://doi.org/10.1007/978-3-319-99737-7_30
  • Bagatelli, N., Mirigliani, G., Patterson, C., Reyes, Y., & Test, L. (2010). Effectiveness of therapy ball chairs on classroom participation in children with autism spectrum disorders. American Journal of Occupational Therapy, 64, 895–903.
  • Barrett, P., Zhang, Y., Moffat, J., & Kobbacy, K. (2013). A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning. Building and Environment, 59, 678–689.
  • Başdoğan, M., & Morrone, A.S. (2021). Coffeehouse as classroom: examining a flexible and active learning space from the pedagoy-space tecnology user perspective, Journal of Learning Spaces, 10/ 3, 43-59
  • Bekiroglu, O. S., Ramsay, C. M., & Robert, J. (2021). Movement and engagement in flexible, technology-enhanced classrooms: investigating cognitive and emotional engagement from the faculty perspective. Learning Environments Research, 1-19.
  • Blackmore, J., Bateman, D., Loughlin, J., O’Mara, J., & Aranda, G. (2011). Research into the connection between built learning spaces and student outcome, Melbourne, VIC: Department of Education and Early Childhood Development.
  • Burgoyne, M. E., & Ketcham, C. J. (2015). Observation of classroom performance using therapy balls as a substitute for chairs in elementary school children. Journal of Education and Training Studies, 3(4), 42-48.
  • Büyüköztürk, Ş., Kılıç, Ç. E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Pegem Academy.
  • Büyükşahin, Y. (2019). Eğri oturalım; doğru öğrenelim: esnek oturma düzeniyle hazırlanmış sınıf ergonomisinin öğretmen ve öğrencilerin motivasyon düzeylerine etkilerinin incelenmesi. [Let’s sit skew and learn right: investigation the classroom ergonomics prepared with flexible seating effects on the motivation levels of teacher and students], Academy Journal of Educational Sciences, 3(2), 152-164.
  • Çayır, M. Y., & Sarıtaş, M. T. (2017). Nitel veri analizinde bilgisayar kullanımı: bir betimsel içerik analizi (2011-2016) [Computer assisted qualitative data analysis: a descriptive content analysis (2011-2016)] Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 11(2), 518-544.
  • Chandler, W. L. (2009). A teacher space or a learner place: Reconsidering the classroom environment. International Journal of Learning, 16(9), 261–267
  • Chmiliar, L. (2010). Multiple-case designs. In A. J. Mills, G. Eurepas, & E. Wiebe (Eds.), Encyclopedia of case study research (p. 582-583).
  • Cleveland, B. (2011). Engaging spaces: Innovative learning environments, pedagogies and student engagement in the middle years of school, (Unpublished Doctoral Dissertation). The University of Melbourne.
  • Clinton, V., & Wilson, N. (2019). More than chalkboards: Classroom spaces and collaborative learning attitudes. Learning Environments Research, 19(3), 325–344.
  • Darling-Hammond, L., Schachner, A., & Edgerton, A. K. (2020). Restarting and reinventing school: Learning in the time of COVID and beyond. Learning Policy Institute, 12. Retrieved from https://eric.ed.gov/?id=ED610890
  • Demir, Y. C., & Tatik, R. S. (2019). Impact of flexible and non-flexible classroom environments on learning of undergraduate students. European Journal of Educational Research, 8(4), 1159-1173.
  • Din, I. U., Hassan, S., Khan, M. K., Guizani, M., Ghazali, O., & Habbal, A. (2017). Caching in information-centric networking: Strategies, challenges, and future research directions. IEEE Communications Surveys & Tutorials, 20(2), 1443-1474.
  • Dori, Y. J., & Belcher, J. (2005). How does technology-enabled active learning affect undergraduate students’ understanding of electromagnetism concepts? The Journal of the Learning Sciences, 14(2), 243–279.
  • Ellis, R. A., & Goodyear, P. (2016). Models of learning space: Integrating research on space, place and learning in higher education. Review of Education, 4(2), 149-191.
  • Erz, S. L. (2018). Impact and implications of the flexible learning environment in the at-risk secondary classroom. (Unpublished Master's thesis) Minot State University.
  • Fisher, K. (2005). Research into identifying effective learning environments. Evaluating quality in educational facilities, 9, 159-167.
  • Gezer, H. (2012). Mekânı kavrama sürecinde algılama bileşenleri [Components of perception during the process of space perception], Istanbul Ticaret University Journal of Social Sciences, 21(1), 1-10.
  • Ghazali, F. A. (2017). Scrutinizing the factors affecting fluency of English among Arab learners. European journal of educational research 6(2), 135-144
  • Gifford, R. (2002). Environmental psychology: Principles and practice. Colville: Optimal Books.
  • Göçen, A., Eral S. H., & Bücük, M. H., (2020). Teacher perceptions of a 21st century classroom. International Journal of Contemporary Educational Research, 7(1), 85-98. https://doi.org/10.33200/ijcer.638110
  • Green, H. (2021). A phenomenological study examining flexible seating during COVID, (Unpublished Doctoral Dissertation). Wilkes University.
  • Grimm, P. A. (2020). Teacher perceptions on flexible seating in the classroom: Effects on student engagement and student achievement, (Unpublished Doctoral Dissertation), Wilkes University, Retrieved from https://tinyurl.com/54exwhs8
  • Hannah, R. (2013). The effect of classroom environment on students learning, (Honors thesis). Western Michigan University.
  • Höbek, G., & Üredi, L. (2017). Öğretmenlerin sınıf yönetimi eğilimlerine ilişkin görüşlerinin değerlendirilmesi [To evaluate the opinions of teachers about classroom management], International Journal of Education Sciences, (10), 255-273.
  • Hulac, D. M., Mickelson, L. R., Briesch, A. M., Maroeca, H., Hartjes, C., Anderson, K., & Ederveen, K. (2020). Stability balls and student on-task behavior. Journal of Behavioral Education, 31, 543-560. https://doi.org/10.1007/s10864 020-09412-3
  • İlgar, L. (2007). İlköğretim öğretmenlerinin sınıf yönetimi becerileri üzerine bir araştırma [A research classroom management skills of primary school teachers], (Unpublished Doctoral Dissertation). İstanbul University.
  • Jamieson, P., Dane, J., & Lippman, P. (2005). Moving beyond the classroom: accommodating the changing pedagogy of higher education. Paper presented at the Forum of the Australian Association for Institutional Research in San Diego, CA.
  • Kanlı, U., Gülçiçek, Ç., Göksu, V., Önder, N., & Oktay, Ö. (2014). Ulusal fen bilimleri ve matematik eğitimi kongrelerindeki fizik eğitimi çalışmalarının içerik analizi [Content analysis of physics education studies published in national science and mathematics education congress proceedings], GEFAD, 34(2), 127-153.
  • Kariippanon, K., Cliff, D., Lancaster, S., Okely, A., & Parrish, A. (2018). Perceived interplay between flexible learning spaces and teaching, learning and student wellbeing. Learning Environment Research 21(3), 301–320.
  • Kennedy, M. (2016). Creating some wiggle room. American School & University Magazine. Retrieved from http://www.asumag.com/furniture-furnishings/creating-some-wiggleroom
  • Kennedy, M. (2016). Creating some wiggle room. American School & University, 88(10), 20-21. Retrieved from https://www.proquest.com/docview/1834275566
  • Lackney, J. A. (2000). Thirty-three educational design principles for schools & community learning centers. Retrieved from https://eric.ed.gov/?id=ED450544
  • Lackney, J. A. (2008). Teacher environmental competence in elementary school environments. Children Youth and Environments, 18(2), 133-159.
  • Lisa, A. (2019). Reimagining the classroom environment: Alternative seating and new approaches to classroom design. Retrieved from https://www.accreditedschoolsonline.org/education-teaching degree/alternativeclassroom- design/.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Monahan, T. (2002). Flexible space & built pedagogy: Emerging IT embodiments. Inventio, 4(1), 1-19.
  • Morris, K. (2017). 5 reasons flexible seating didn’t work for me. The CEO Teacher. Retrieved from http://kaysemorris.com/5-reasons-flexible-seating-didnt-work/ Ozkan B., S., Ramsay, C. M., & Robert, J. (2021). Movement and engagement in flexible, technology-enhanced classrooms: investigating cognitive and emotional engagement from the faculty perspective. Learning Environments Research, 1-19.
  • Pedro, N., Baeta, P., Paio, A., Pedro, A., & Matos, J. F. (2017). Redesigning classrooms for the future: gathering inputs from students, teachers and designers. In 11th International Technology, Education and Development Conference (pp. 7908-7917). Valencia: IATED.
  • Pfeiffer, B., Henry, A., Miller, S., & Witherell, S. (2008). The effectiveness of disc ‘o’ sit cushions on attention to task in second-grade students with attention difficulties. American Journal of Occupational Therapy, 62, 274–281.
  • Rands, M. L., & Gansemer-Topf, A. (2017). The room itself is active: How classroom design impacts student engagement. Journal of Learning Spaces, 6(1), 26-33.
  • Saban, A., & Ersoy, A. (2016). Eğitimde nitel araştırma desenleri [Qualitative research patterns in education]. Ankara: Anı Publishing.
  • Şahin, M. (2019). Eğitimde sınıf oturma düzeninin önemi [The importance of class seating arrangements], Ihlara Journal of Educational Research, 4(1), 73-101.
  • Şahin, M., Üstüner, M., & Korkmaz, C. (2018). İngilizce öğretmenlerine göre ideal dil öğrenme yaşı ve dil sınıfı mevcudu. [Ideal age and classroom size in language learning] International Journal of Language Akademy, 6(2), 281-301.
  • Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenirlik ve geçerlilik [Reliability and validity in social and behavioral measures], Ankara: Seçkin Publishing.
  • Şensoy, S., & Sağsöz, A. (2015). Öğrenci başarısının sınıfların fiziksel koşulları ile ilişkisi [Relation between pupils academic achievement and pyhsical conditions of classrooms]. Journal of Kırşehir Education Faculty (JKEF), 16(3), 87-104.
  • Stapp, A. (2018). Alternative seating and students’ perceptions: Implications for the learning environment. Georgia Educational Researcher, 4(2), 36–47.
  • Stern, N., & Etheridge, R. (2008). Flexible learning spaces: The integration of pedagogy, physical design, and instructional technology. Marketing Education Review, 18(1), 47–53.
  • Swofford, P. E. (2021). The use of flexible seating in the elementary classroom, (Unpublished Doctoral Dissertation). Lindenwood University.
  • UNESCO International Institute for Educational Planning. (2021). Effective and appropriate pedagogy. Retrieved from https://tinyurl.com/xx4a8s6n
  • Wahyudi. (2007). Using metaphors to explore teachers’ perceptions of school science curriculum. An Indonesian Lower Secondary Schools Case. Cosmed International Conference on Science & Mathematics Education, Malaysia.
  • Wilson, B. G. (1995). Metaphors for instruction: why we talk about learning environments. Educational Technology, 35(5), 25-30.
  • Walker, J. D., Brooks, D. C., & Baepler, P. (2011). Pedagogy and space: Empirical research on new learning environments. Educause Quarterly, 34(4). Retrieved from https://eric.ed.gov/?id=EJ958727
  • Walker, T. (2016). Farewell desks, here come the Starbucks classrooms. NEA Today. Retrieved from http://neatoday.org/2016/09/23/ditching-classroom-desks
  • Walsh, R. (2019). How student choice in flexible seating affects student perceptions and on-task behavior (Unpublished Master's Thesis). California State University: San Marcos.
  • Wright, S. (2020). Flexible seating in the classroom, (Capstone Project), Northwestern.
  • YALE (2016). Classroom seating arrangements. Yale center for teaching and learning. https://ctl.yale.edu/ClassroomSeatingArrangements
  • YEGITEK [General Directorate of Innovation and Educational Technologies]. (2018). Öğretmenler için geleceğin sınıflarını tasarlama rehberi [A guide for designing future classes for teachers]. Retrieved from http://fclturkiye.eba.gov.tr/2018/09/21/ogretmenler-icin-gelecegin-siniflarini-tasarlama-rehberi/
  • Zalud, T. L. (2020). Reconceptualizing the classroom: An exploration of the student and educator experience of flexible seating in the elementary school classroom through the lens of self-determination theory (Unpublished Doctoral dissertation). Aurora University.
  • Zimmerman, E. (2019). How K-12 schools can create flexible seating in the classroom. Ed Tech Magazine. Retrieved from https://edtechmagazine.com/k12/article/2019/02/how-k-12-schools-can-create-flexible-seating-classroom-perfcon

FLEXIBLE CLASSROOMS AND THEIR TEACHERS IN PRIMARY EDUCATION

Yıl 2022, Cilt: 11 Sayı: 2, 379 - 400, 31.12.2022

Sibel Güven Merve Uçar

https://doi.org/10.55020/iojpe.1085343

Öz

The aim of this research was to get the opinions of primary school teacher candidates about flexible classrooms in which technology is integrated, the flexibility in the physical arrangement of the classrooms and the modern approach to classroom structuring, as opposed to the traditional classroom structure, and the role of teachers in these classrooms. The research study group consisted of 3rd-year pre-service teachers studying at a state university education faculty from 2021-2022. In the research, the data were obtained with a semi-structured interview form. For the analysis of the obtained data, the MAXQDA 2022 program and a content analysis technique were used. One of the main conclusions of the research was that the participants associated their definitions of the flexible classroom with the physical arrangement the most. According to their drawings, they preferred a u-shaped seating arrangement, and they defined the teachers of the flexible classrooms sociologically.

Anahtar Kelimeler

Flexible classroom classroom management class teacher.

Kaynakça

  • Arstorp, A. T. (2018). Future classroom labs in Norwegian pre-service teacher education. In: Wu, T. T., Huang, Y. M., Shadiev R., Lin, L., and Starcic A. (Eds) Innovative Technologies and Learning. Springer. Retrieved from https://doi.org/10.1007/978-3-319-99737-7_30
  • Bagatelli, N., Mirigliani, G., Patterson, C., Reyes, Y., & Test, L. (2010). Effectiveness of therapy ball chairs on classroom participation in children with autism spectrum disorders. American Journal of Occupational Therapy, 64, 895–903.
  • Barrett, P., Zhang, Y., Moffat, J., & Kobbacy, K. (2013). A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning. Building and Environment, 59, 678–689.
  • Başdoğan, M., & Morrone, A.S. (2021). Coffeehouse as classroom: examining a flexible and active learning space from the pedagoy-space tecnology user perspective, Journal of Learning Spaces, 10/ 3, 43-59
  • Bekiroglu, O. S., Ramsay, C. M., & Robert, J. (2021). Movement and engagement in flexible, technology-enhanced classrooms: investigating cognitive and emotional engagement from the faculty perspective. Learning Environments Research, 1-19.
  • Blackmore, J., Bateman, D., Loughlin, J., O’Mara, J., & Aranda, G. (2011). Research into the connection between built learning spaces and student outcome, Melbourne, VIC: Department of Education and Early Childhood Development.
  • Burgoyne, M. E., & Ketcham, C. J. (2015). Observation of classroom performance using therapy balls as a substitute for chairs in elementary school children. Journal of Education and Training Studies, 3(4), 42-48.
  • Büyüköztürk, Ş., Kılıç, Ç. E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Pegem Academy.
  • Büyükşahin, Y. (2019). Eğri oturalım; doğru öğrenelim: esnek oturma düzeniyle hazırlanmış sınıf ergonomisinin öğretmen ve öğrencilerin motivasyon düzeylerine etkilerinin incelenmesi. [Let’s sit skew and learn right: investigation the classroom ergonomics prepared with flexible seating effects on the motivation levels of teacher and students], Academy Journal of Educational Sciences, 3(2), 152-164.
  • Çayır, M. Y., & Sarıtaş, M. T. (2017). Nitel veri analizinde bilgisayar kullanımı: bir betimsel içerik analizi (2011-2016) [Computer assisted qualitative data analysis: a descriptive content analysis (2011-2016)] Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 11(2), 518-544.
  • Chandler, W. L. (2009). A teacher space or a learner place: Reconsidering the classroom environment. International Journal of Learning, 16(9), 261–267
  • Chmiliar, L. (2010). Multiple-case designs. In A. J. Mills, G. Eurepas, & E. Wiebe (Eds.), Encyclopedia of case study research (p. 582-583).
  • Cleveland, B. (2011). Engaging spaces: Innovative learning environments, pedagogies and student engagement in the middle years of school, (Unpublished Doctoral Dissertation). The University of Melbourne.
  • Clinton, V., & Wilson, N. (2019). More than chalkboards: Classroom spaces and collaborative learning attitudes. Learning Environments Research, 19(3), 325–344.
  • Darling-Hammond, L., Schachner, A., & Edgerton, A. K. (2020). Restarting and reinventing school: Learning in the time of COVID and beyond. Learning Policy Institute, 12. Retrieved from https://eric.ed.gov/?id=ED610890
  • Demir, Y. C., & Tatik, R. S. (2019). Impact of flexible and non-flexible classroom environments on learning of undergraduate students. European Journal of Educational Research, 8(4), 1159-1173.
  • Din, I. U., Hassan, S., Khan, M. K., Guizani, M., Ghazali, O., & Habbal, A. (2017). Caching in information-centric networking: Strategies, challenges, and future research directions. IEEE Communications Surveys & Tutorials, 20(2), 1443-1474.
  • Dori, Y. J., & Belcher, J. (2005). How does technology-enabled active learning affect undergraduate students’ understanding of electromagnetism concepts? The Journal of the Learning Sciences, 14(2), 243–279.
  • Ellis, R. A., & Goodyear, P. (2016). Models of learning space: Integrating research on space, place and learning in higher education. Review of Education, 4(2), 149-191.
  • Erz, S. L. (2018). Impact and implications of the flexible learning environment in the at-risk secondary classroom. (Unpublished Master's thesis) Minot State University.
  • Fisher, K. (2005). Research into identifying effective learning environments. Evaluating quality in educational facilities, 9, 159-167.
  • Gezer, H. (2012). Mekânı kavrama sürecinde algılama bileşenleri [Components of perception during the process of space perception], Istanbul Ticaret University Journal of Social Sciences, 21(1), 1-10.
  • Ghazali, F. A. (2017). Scrutinizing the factors affecting fluency of English among Arab learners. European journal of educational research 6(2), 135-144
  • Gifford, R. (2002). Environmental psychology: Principles and practice. Colville: Optimal Books.
  • Göçen, A., Eral S. H., & Bücük, M. H., (2020). Teacher perceptions of a 21st century classroom. International Journal of Contemporary Educational Research, 7(1), 85-98. https://doi.org/10.33200/ijcer.638110
  • Green, H. (2021). A phenomenological study examining flexible seating during COVID, (Unpublished Doctoral Dissertation). Wilkes University.
  • Grimm, P. A. (2020). Teacher perceptions on flexible seating in the classroom: Effects on student engagement and student achievement, (Unpublished Doctoral Dissertation), Wilkes University, Retrieved from https://tinyurl.com/54exwhs8
  • Hannah, R. (2013). The effect of classroom environment on students learning, (Honors thesis). Western Michigan University.
  • Höbek, G., & Üredi, L. (2017). Öğretmenlerin sınıf yönetimi eğilimlerine ilişkin görüşlerinin değerlendirilmesi [To evaluate the opinions of teachers about classroom management], International Journal of Education Sciences, (10), 255-273.
  • Hulac, D. M., Mickelson, L. R., Briesch, A. M., Maroeca, H., Hartjes, C., Anderson, K., & Ederveen, K. (2020). Stability balls and student on-task behavior. Journal of Behavioral Education, 31, 543-560. https://doi.org/10.1007/s10864 020-09412-3
  • İlgar, L. (2007). İlköğretim öğretmenlerinin sınıf yönetimi becerileri üzerine bir araştırma [A research classroom management skills of primary school teachers], (Unpublished Doctoral Dissertation). İstanbul University.
  • Jamieson, P., Dane, J., & Lippman, P. (2005). Moving beyond the classroom: accommodating the changing pedagogy of higher education. Paper presented at the Forum of the Australian Association for Institutional Research in San Diego, CA.
  • Kanlı, U., Gülçiçek, Ç., Göksu, V., Önder, N., & Oktay, Ö. (2014). Ulusal fen bilimleri ve matematik eğitimi kongrelerindeki fizik eğitimi çalışmalarının içerik analizi [Content analysis of physics education studies published in national science and mathematics education congress proceedings], GEFAD, 34(2), 127-153.
  • Kariippanon, K., Cliff, D., Lancaster, S., Okely, A., & Parrish, A. (2018). Perceived interplay between flexible learning spaces and teaching, learning and student wellbeing. Learning Environment Research 21(3), 301–320.
  • Kennedy, M. (2016). Creating some wiggle room. American School & University Magazine. Retrieved from http://www.asumag.com/furniture-furnishings/creating-some-wiggleroom
  • Kennedy, M. (2016). Creating some wiggle room. American School & University, 88(10), 20-21. Retrieved from https://www.proquest.com/docview/1834275566
  • Lackney, J. A. (2000). Thirty-three educational design principles for schools & community learning centers. Retrieved from https://eric.ed.gov/?id=ED450544
  • Lackney, J. A. (2008). Teacher environmental competence in elementary school environments. Children Youth and Environments, 18(2), 133-159.
  • Lisa, A. (2019). Reimagining the classroom environment: Alternative seating and new approaches to classroom design. Retrieved from https://www.accreditedschoolsonline.org/education-teaching degree/alternativeclassroom- design/.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Monahan, T. (2002). Flexible space & built pedagogy: Emerging IT embodiments. Inventio, 4(1), 1-19.
  • Morris, K. (2017). 5 reasons flexible seating didn’t work for me. The CEO Teacher. Retrieved from http://kaysemorris.com/5-reasons-flexible-seating-didnt-work/ Ozkan B., S., Ramsay, C. M., & Robert, J. (2021). Movement and engagement in flexible, technology-enhanced classrooms: investigating cognitive and emotional engagement from the faculty perspective. Learning Environments Research, 1-19.
  • Pedro, N., Baeta, P., Paio, A., Pedro, A., & Matos, J. F. (2017). Redesigning classrooms for the future: gathering inputs from students, teachers and designers. In 11th International Technology, Education and Development Conference (pp. 7908-7917). Valencia: IATED.
  • Pfeiffer, B., Henry, A., Miller, S., & Witherell, S. (2008). The effectiveness of disc ‘o’ sit cushions on attention to task in second-grade students with attention difficulties. American Journal of Occupational Therapy, 62, 274–281.
  • Rands, M. L., & Gansemer-Topf, A. (2017). The room itself is active: How classroom design impacts student engagement. Journal of Learning Spaces, 6(1), 26-33.
  • Saban, A., & Ersoy, A. (2016). Eğitimde nitel araştırma desenleri [Qualitative research patterns in education]. Ankara: Anı Publishing.
  • Şahin, M. (2019). Eğitimde sınıf oturma düzeninin önemi [The importance of class seating arrangements], Ihlara Journal of Educational Research, 4(1), 73-101.
  • Şahin, M., Üstüner, M., & Korkmaz, C. (2018). İngilizce öğretmenlerine göre ideal dil öğrenme yaşı ve dil sınıfı mevcudu. [Ideal age and classroom size in language learning] International Journal of Language Akademy, 6(2), 281-301.
  • Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenirlik ve geçerlilik [Reliability and validity in social and behavioral measures], Ankara: Seçkin Publishing.
  • Şensoy, S., & Sağsöz, A. (2015). Öğrenci başarısının sınıfların fiziksel koşulları ile ilişkisi [Relation between pupils academic achievement and pyhsical conditions of classrooms]. Journal of Kırşehir Education Faculty (JKEF), 16(3), 87-104.
  • Stapp, A. (2018). Alternative seating and students’ perceptions: Implications for the learning environment. Georgia Educational Researcher, 4(2), 36–47.
  • Stern, N., & Etheridge, R. (2008). Flexible learning spaces: The integration of pedagogy, physical design, and instructional technology. Marketing Education Review, 18(1), 47–53.
  • Swofford, P. E. (2021). The use of flexible seating in the elementary classroom, (Unpublished Doctoral Dissertation). Lindenwood University.
  • UNESCO International Institute for Educational Planning. (2021). Effective and appropriate pedagogy. Retrieved from https://tinyurl.com/xx4a8s6n
  • Wahyudi. (2007). Using metaphors to explore teachers’ perceptions of school science curriculum. An Indonesian Lower Secondary Schools Case. Cosmed International Conference on Science & Mathematics Education, Malaysia.
  • Wilson, B. G. (1995). Metaphors for instruction: why we talk about learning environments. Educational Technology, 35(5), 25-30.
  • Walker, J. D., Brooks, D. C., & Baepler, P. (2011). Pedagogy and space: Empirical research on new learning environments. Educause Quarterly, 34(4). Retrieved from https://eric.ed.gov/?id=EJ958727
  • Walker, T. (2016). Farewell desks, here come the Starbucks classrooms. NEA Today. Retrieved from http://neatoday.org/2016/09/23/ditching-classroom-desks
  • Walsh, R. (2019). How student choice in flexible seating affects student perceptions and on-task behavior (Unpublished Master's Thesis). California State University: San Marcos.
  • Wright, S. (2020). Flexible seating in the classroom, (Capstone Project), Northwestern.
  • YALE (2016). Classroom seating arrangements. Yale center for teaching and learning. https://ctl.yale.edu/ClassroomSeatingArrangements
  • YEGITEK [General Directorate of Innovation and Educational Technologies]. (2018). Öğretmenler için geleceğin sınıflarını tasarlama rehberi [A guide for designing future classes for teachers]. Retrieved from http://fclturkiye.eba.gov.tr/2018/09/21/ogretmenler-icin-gelecegin-siniflarini-tasarlama-rehberi/
  • Zalud, T. L. (2020). Reconceptualizing the classroom: An exploration of the student and educator experience of flexible seating in the elementary school classroom through the lens of self-determination theory (Unpublished Doctoral dissertation). Aurora University.
  • Zimmerman, E. (2019). How K-12 schools can create flexible seating in the classroom. Ed Tech Magazine. Retrieved from https://edtechmagazine.com/k12/article/2019/02/how-k-12-schools-can-create-flexible-seating-classroom-perfcon
Toplam 64 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Articles
Yazarlar

Sibel Güven 0000-0003-4550-7297

Merve Uçar 0000-0002-9561-1159

Yayımlanma Tarihi 31 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 11 Sayı: 2

Kaynak Göster

APA Güven, S., & Uçar, M. (2022). FLEXIBLE CLASSROOMS AND THEIR TEACHERS IN PRIMARY EDUCATION. International Online Journal of Primary Education, 11(2), 379-400. https://doi.org/10.55020/iojpe.1085343
 Kapak Resmi İndir

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