The effect of the Flipped Classroom Model-supported STEM learning environment on achievement and motivation in the 7th-grade force and energy unit

The aim of the study is to reveal the effect of flipped classroom model-supported STEM-based learning environment on students' achievement and motivation to learn science. The quasi-experimental design was used in the study. In this study, STEM activities were carried out with small group works in one classroom and individually in the other classroom. This research was carried out with 7th grade students, a total of 48 students, studying at two state secondary schools in Uşak in the 2019-2020 academic year. The learning environment was designed within the framework of the science lesson curriculum in the control group and the flipped classroom model-supported STEM approach in the experimental groups. In the study, the force and energy achievement test, the science learning motivation questionnaire, and an opinion form were used as data collection tools. There was a significant difference between the groups in favour of the experimental groups in terms of achievement and motivation to learn science. As a result, it can be said that flipped classroom model-supported STEM-based learning environment has a positive effect on achievement and motivation to learn science. However, there was not a significant difference between the experimental groups in terms of achievement and motivation variables. Most of the participants stated that the designed learning environment facilitates learning and encourages class participation. Most of the students who carried out STEM activities with small group work mentioned that collaborative work has positive contributions such as generating more ideas, helping each other, and reaching goals.