THE FLIPPED GEOGRAPHY LECTURE

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The purposes of the study are to examine thoroughly the components that constitute individual perceptions of university students in geography major concerning benefits of the flipped classroom strategies (FC) and to facilitate their applicability through their own observations and suggestions. Sixty three female (47%) and seventy-two male (53%) university students in geography major (n= 135) participated in the research. Obtained data were analyzed both qualitatively (i. e. inductive analysis) and quantitatively (i. e. Chi- square test). According to the results: (1) Eight main conceptual categories based on the participants’ observations concerning benefits of the FC, were identified. (2 Four main conceptual categories based on the participants’ facilitative suggestions for the application of the FC, were identified. (3) Significant differences were not detected between the principal categories of observations and suggestions with regard to the participants’ gender. The study concludes that the geography lecturers have an incredibly powerful tool to help university students come to terms with their misconceptions in the flipped environment. For the university students in geography major, flipping lectures promote independent learning, critical thinking, intrinsic motivation, probe understanding and allow much greater attention to the problem solving, maximise engagement through a variety of technology-facilitated strategies.

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flipped classroom , geography lectures, independent learning, intrinsic motivation, critical thinking

International Journal of Geography and Geography Education

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International Journal of Geography and Geography Education