Abstract:

Development in the use of technology in education which enables students to access and intervene information individually and follow their learning paths according to their own pace has made it inevitable for schools and classrooms to become more meaningful places for them. (Bishop ve Verleger, 2013) Therefore, the “Flipped Classroom” method has found more audience in order to extend the in-class activities and provide a more constructuvist approach (Abeysekera ve Dawson, 2014 ; Kim, Kim, Khera, ve Getman, 2014, Bergman ve Sams, 2012).

Along with experience, the education people receive enable them to have a word in many areas such as science, managing social life, management and education. Therefore, making the rights decisions on environmental issues also depends on their level of knowledge and attitudes. One of the most important aspects of sustainability is biodiversity. (Uyanık, Kara ve Gürbüz, 2012). Biodiversity and sustainability are systems that depend each other. Biodiversity triggers and improves sustainable development.

This study was held with two teachers from two different cities and their 47 students. Initially, teachers were trained on the “flipped classroom model”, “biodiversity”, and “web 2.0 tools”. Teachers planned the activities they will hold and went to a field trip with an expert. During the study, the WWF’s (Wild World Foundation) contirbution with a virtual class made the learning process more effective. Photographs taken during the field trip were shared via Padlet and evaluations were made via Actionbound and Kahoot. Students participated in the flipquiz game in teams. They also designed games (cardboard games, digital games, team games) using their knowledge and observations that they gained during the trip and the rest of the process. They also lead other students at the school to play these games. All the gained knowledge and information were reflected on a poster created via “postermywall” and shared on Padlet. Students and teachers views about the activities held during the project were received through a questionnaire.

Teachers expressed that they found the web 2.0 tools helpful, their students interest in the science lesson increased, they began to do homework more enthusiastically. The flipped classroom activities also supported the use of time efficiently and lessened the time for teacher instruction, by making students more active in and outside the class.

Students expressed that prior research on a topic and videos they watch before lessons made their learning more enjoyable with the web 2.0 tools and easier, seeing the animals in their natural habitat and learning from the experts made their learning more effective. They also stated that they enjoyed creating games and especially had difficulty while they prepared questions and on the other hand, enjoyed being able to share their knowledge of animals living in our country and their difficult lives to their peers.

Keywords:

Flipped Classroom, Web 2.0, Biodiversity.