The Impact of Flipped Classroom Practices Supported by Web 2.0 Teaching Tools on Some Variables

Abstract

One sector hit particularly hard due to the global COVID-19 epidemic, which got started in the year 2020, was education, so educational approaches that respond to the needs of the new era have gained importance. In this research, which was conducted to contribute to research in this direction, the current paper intended to figure out how to use Flipped Classrooms implementations propelled with Web 2.0 teaching tools in distance education in “People and Environment” topic in 5th grades regarding student performance, environmental literacy, attitude towards Web 2.0 assets. From the quantitative research methods, a quasi-experimental design with a pretest-posttest control group was chosen for the study. The study included 36 5th-grade students studying at a public school in Istanbul. Research data were collected online using the Environmental Knowledge Test, Environmental Literacy Scale, and Attitude Scale Towards Web 2.0 assets. As a result of the study, it was observed that the academic achievement and environmental literacy rates of the experimental group increased, and their attitudes toward Web 2.0 tools changed positively. Expectations hold that these outcomes shall constitute meaningful beneficence to existing material regarding both the distance education process and educational solutions in the digitalized world and the creation of environmental awareness in children.