期刊名称：Turkish Online Journal of Educational Technology
印刷版ISSN：2146-7242
出版年度：2022
卷号：21
期号：1
语种：English
出版社：Turkish Online Journal of Educational Technology
摘要：The purpose of this study is to examine the effect of the flipped learning model (Staker & Horn, 2012), which is one of the types of rotation model in the sub-level of blended learning models, on students’ understanding of the nature of science and their achievements. In the study, the mixed research method, which allows the quantitative and qualitative research methods to complement each other with the combined use of these methods, and the pretest-posttest control group design were used. The sample required for the application consists of 45 students, 22 in the experimental group and 23 in the control group, studying in the seventh grade in a public school in the Kepez district of Antalya province. While the application was carried out with the experimental group students following the flipped classroom model and the methods prescribed in the science program, it was carried out with the control group students following the methods prescribed in the science program for seven weeks. In order to obtain quantitative data, the VNOS-C scale developed by Lederman (2002), graded scoring key developed by Özcan (2013) and the Achievement Test prepared by the researcher, and the semi-structured interview form prepared by the researcher to obtain the qualitative data, were applied to the students, and the research implementer was interviewed. The data in VNOS-C used in the study were analysed by the content analysis method and converted into quantitative data under the guidance of the graded scoring key. Transformed data were analysed with the non-parametric Mann Whitney-U test, and the data obtained from the Achievement Test were analysed with the independent sample t-test. The data obtained from the Semi-Structured Interview Form and Teacher Interview Form were analysed by content analysis. In line with the quantitative findings obtained from the studies, it was determined that the application of the flipped classroom model positively affected the experimental group students' understanding of the nature of science and achievement. In line with the qualitative data obtained from the study, it was determined that the application of the flipped classroom model positively affected the attitudes of the students towards the course and the research implementer also had a positive opinion about the model, and it was determined that the application of the model would be more effective by improving some technical infrastructure.
