**5. Flipped class model and Bloom's taxonomy**

• for the students who have not watched the video, having them watch it on a computer kept at the classroom. Thus, the students will understand the importance of participating

The flipped class model regards education as a lifelong process. This model is a learning approach that is based on the pragmatist philosophy. Pragmatist approach appraises accuracy or reality only by looking at the consequences of the action and emphasizes benefit. All knowledge and theories are used to make life easier. In this sense, the value of a knowledge or thought is associated with its being beneficial. Therefore, outcomes, or in other words implementations rather than theory, stand out. The student is thus carried to the center of education. The reflection of pragmatism to education manifests as progressivism and reconstructivism advocating the concepts of change, experiences derived by the individual, and learning responsibility.

Progressivism, in reaction to the oppressive and conservative approach of traditional education, considers the essence of truth as change and freedom. In this understanding, training that is intertwined with the evolving life should naturally be progressive. Progressivism places students, who develop themselves and learn to learn through personal experiences, at the center of education. It advocates a teaching approach which preserves the core of change

On the other hand, reconstructivism considers education as a means to achieve a more modern society. The society must renew and reshape constantly. Potential detrimental effects originating from changes would otherwise be unavoidable. Because change is inevitable. In this understanding, the role of actualizing change is entrusted to students who are described as social engineers. Schools should therefore raise social engineers who are able use the fundamental dynamics of change, that is, science and technology. Reconstructivists object to teaching traditional subjects at schools. Methods to solve ever-changing problems should be taught instead. Because only thus can it respond to the requirements of modern life. What is being tried to convey here with the modern life concept is, according to reconstructivists, is group life. From this perspective,

school is a special social institution established to prepare students to group living [27].

Contemporary philosophical approaches developed later entrusted schools with the task to reach more modern societies. It was expected from the schools to perform this task to focus on developing problem-solving and learning to learn skills and be able to transform themselves into life settings that support cooperative learning so that the student may be more active in their lifelong learning processes. Also, an emphasis has emerged to use some models when performing this task. As the first of these models, the flipped class model was proposed and

The main reason to use the flipped class model was to have the students at the center, to create a learning setting which involves activities that target research making, creativity, and problem-solving to transform classrooms into a laboratory or a studio to strip teachers out of their information-radiating roles and students out of their roles as actors who are merely takers of

**4. Theoretical bases of the flipped classroom practice**

192 Organ Donation and Transplantation - Current Status and Future Challenges

and aim at exhibiting democratic behavior [26, 27].

began to be used in these schools.

in classroom activities.

In 1956, Benjamin Bloom described the incrementally organized "Cognitive Domain" taxonomy. The main theme of this taxonomy was gradual and hierarchical listing of the things the educators want the students to know (learning targets). Bloom's taxonomy—which consists of remembering, understanding, applying, analyzing, evaluating, and creating stages—progresses from simple, concrete, and easy-to-learn behaviors representing the first step of learning to more complex, abstract, and harder-to-learn behaviors. It was also taken into consideration that each behavior is to be the prerequisite for the other, where they pertain to the same subject. In other words, the first behavior is the precondition of the behavior in the second step. Moreover, the first behavior is included in the behavior in the second step.

In the traditional classroom practice, the educator presents the new information by delivering a lecture. In this process, the students are considered to have reached the first two steps of Bloom's taxonomy, that is, remembering and understanding. After the class, students perform by themselves as homework the exercises of the more complicated higher steps. In the flipped classroom, on the other hand, students carry out the part that involves the relatively easier initial steps, that is listening to the lecture, at home by themselves. Practices for the difficult and complicated higher steps are accomplished through active learning methods accompanied by the educator. The students can thus advance up to higher-order cognitive skill stages in the taxonomy (**Figure 3**) [4, 33–35].

When viewed from the perspective of the reorganized Bloom's taxonomy, learnings at the level of the first to steps of understanding and remembering are accomplished by preparing

the students. Students who wished so found the opportunity to watch the lecture over and over again and could fill their gaps of the subject. Later, PowerPoint presentations used during the lecture were voiced over and uploaded to web together with complete lecture notes, making them available to students. Getting the printouts of the written resources uploaded to the web, students were able to take the necessary notes on these resources and found the opportunity to undertake a more comprehensive and planned work. Coming to subsequent classes after studying the ready lecture notes they have, students discussed the points they could not understand in the company of their teachers right at the beginning of the lesson and practiced in depth on the subject once the points that could not be understood were eliminated, and engaged in laboratory work where they put their learnings into practice. For all these, a website dedicated for the lecture to access all students and address every learning style was built. The built website was uploaded with materials such as previous exam questions, worksheets, lecture presentations and lecture video records, and were shared with students. Students' questions were answered online in chat rooms created during specific time frames. A virtual library was put together over the established website. This education model was even offered for the appreciation of students and lecturers and a questionnaire and an assessment scale including open-ended questions were applied. While the developed model was received very well by students and lecturers, this first detailed and elaborately planned

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The individuals who ensured that the flipped model survived up to the present time and found widespread use were Jonathan Bergmann and Aaron Sams who worked as chemistry teachers in the Woodland Park High School, USA (2007). Bergman and Sams observed that students who could not attend a lesson for various reasons (students taking part in sports games, miscellaneous activities) were unable to fill their learning gaps afterwards. To solve this problem, the duo initially developed a software that could voice over PowerPoint presentations and convert them into a video format and had the students who could not attend a lesson for various reasons watch these videos. The students who could not attend classes learned their missed lessons by these videos. This attracted the attention of other students, and the videos were made available for viewing for all students, regardless of their attendance to the class. By means of the videos, students who missed classes were able to learn the lesson, while those who attended the classes found the opportunity to rehearse and capture the notes they had missed during the lesson. Shortly, these videos were heard of by other schools, students, and teachers who also began to use the videos. With the videos gaining fame in a short span of time, Sams raised the idea of replanning the teaching process. Bergman and Sams [4] asked "When do students really need teachers?" and argued that students needed teachers when they were solving problems at home rather than when the lecture was delivered, and that the students could learn the subject by themselves through videos. Bergman and Sams uploaded other lessons to web in the same way and described students how they should watch videos and take notes before coming to the class. Because when the students arrived at the classroom, the bits that were not understood were now apparent, the parts of the content that were not apprehended were figured out rapidly, and more time was spared for problem-solving and

implementation did not attract the anticipated attention.

laboratory activities for which students actually needed a teacher [4].

In short, the method of these two teachers has created a great deal of impression and, in 2012, the faculty staff of Northern Colorado University established a database by packing lecture contents

**Figure 3.** Bloom's taxonomy related to traditional and flipped learning. Source: Ouda and Ahmed [33].

materials at home, while learnings at the levels of applying, analysis, evaluation, and creating are achieved during the active learning processes including in-class practices, discussion, and problem-solving. An important advantage of the flipped class model is that it can incorporate the learning targets of each step in the Bloom's taxonomy.
