References
[1]. Agbatogun, A. O. (2014). Developing learners' second
language communicative competence through active
learning: Clickers or communicative approach?. Journal
of Educational Technology & Society, 17(2), 257-269.
[4]. Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy
for Learning, Teaching, and Assessing: A Revision of
Bloom's Taxonomy of Educational Objectives: Complete Edition. Addison Wesley Longman, Inc (pp. 1-352).
[5]. Bergmann, J., & Sams, A. (2012). Flip your Classroom:
Reach Every Student in Every Class Every Day.
International society for technology in education, USA.
[6]. Bergmann, J., Overmyer, J., & Wilie, B. (2011). The
Flipped Class: Myths vs Reality. The Daily Riff.
[7]. Berrett, D. (2012). How 'flipping'the classroom can
improve the traditional lecture. The Chronicle of Higher
Education, 12(19), 1-3.
[8]. Brunsell, E., & Horejsi, M. (2011). Science 2.0:"
Flipping" your classroom. The Science Teacher, 78(2), 10-10.
[9]. Çakir, E. & Yaman, S. (2018). The effect of flipped
classroom applications on students' academic
achievement and computational thinking skills. Gazi
University Gazi Faculty of Education Journal, 38(1), 75-99.
[11]. Cohen J. (1988). Statistical Power Analysis for the
Behavioral Sciences. Academic Press, New York.
[15]. Flumerfelt, S., & Green, G. (2013). Using lean in the
flipped classroom for at risk students. Journal of
Educational Technology & Society, 16(1), 356-366.
[16]. Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning &
Leading with Technology, 39(8), 12-17.
[17]. Gomez-Lanier, L. (2018). Building collaboration in
the flipped classroom: A case study. International Journal
for the Scholarship of Teaching and Learning, 12(2), 7.
[19]. Herreid, C. F., & Schiller, N. A. (2013). Case studies
and the flipped classroom. Journal of College Science
Teaching, 42(5), 62-66.
[21]. Hofer, B. K., Yu, S. L., & Pintrich, P. R. (1998). Teaching
college students to be self-regulated learners. In D. H.
Schunk & B. J. Zimmerman (Eds.), Self-Regulated
Learning: From Teaching to Self-Reflective Practice (pp.
57–85). Guilford Publications.
[24]. Johnson, N., & Arunachalam, N. (2013).
Perspectives of self–regulated learning in higher
education. International Multidisciplinary Peer-Reviewed
Journal, 2(6), 79-84.
[25]. Kates, F. R., Byrd, M. D., & Haider, M. R. (2015). Every
Picture Tells a Story: The Power of 3 Teaching Method.
Journal of Educators Online, 12(1), 189-211.
[31]. McDaniel, S., & Caverly, D. C. (2010). Techtalk: The
community of inquiry model for an inverted developmental
math classroom. Journal of Developmental Education,
34(2), 40.
[32].
McLaughlin, J. E., Roth, M. T., Glatt, D. M.,
Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., ... &
Mumper, R. J. (2014). The flipped classroom: A course
redesign to foster learning and engagement in a health
professions school. Academic Medicine, 89(2), 236-243.
[36]. Pallant, J. (2001). SPSS survival manual: A step by
step guide to data analysis using SPSS for Windows. Open
University Press, Buckingham.
[38]. Pekrun, R., & Perry, R. P. (2014). Control-value theory
of achievement emotions. In International Handbook of
Emotions in Education. Routledge. 1, 130-151.
[39]. Piaget, J. (1973). To understand is to Invent: The
Future of Education. Penguin Books, New York.
[41]. Pintrich, P., Smith, D., García, T., & McKeachie, W.
(1991). A Manual for the use of the Motivated Strategies
for Learning Questionnaire (MSLQ). University of Michigan,
Washington.
[42]. Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The
flipped classroom: An opportunity to engage millennial
students through active learning. Journal of Family and
Consumer Sciences, 105(2), 44-49.
[43]. Sağlam, D. (2016). The effect of the flipped
classroom model on students' academic achievements
and attitudes in the English course (Doctoral dissertation,
Institute of Social Sciences, Turkey).
[45]. Sırakaya, D. A. (2015). The Effect of Flipped
Classroom Model on Academic Achievement, Self-Directed Learning Readiness and Motivation (Doctoral
dissertation, Eğitim Bilimleri Enstitüsü, Gazi Üniversitesi,
Turkey).
[47]. Sungur, S. (2004). An Implementation of Problem
Based Learning in High School Biology Courses (Master
thesis, Graduate School of Natural and Applied Sciences
of the Middle East Technical University, Ankara).
[48]. Talbert, R., & Bergmann, J. (2017). Flipped Learning:
A Guide for Higher Education Faculty. Routledge, New
York.
[52]. Vygotsky, L. S., & Cole, M. (1978). Mind in Society:
Development of Higher Psychological Processes. Harvard
university press, USA.
[53]. Winne, P. H., & Hadwin, A. F. (1998). Studying as selfregulated
learning. In D. J. Hacker, J. Dunlosky, & A.
Graesser (Eds.), Metacognition in Educational Theory and
Practice, 277–304. Erlbaum, Mahwah.
[55]. Zimmerman, B. J., & Moylan, A. R. (2009). Selfregulation:
Where metacognition and motivation
intersect. In Handbook of Metacognition in Education
(pp. 299-315). Routledge.