Investigation of the effect of the gamed reverse classroom model on primary school students' critical thinking tendencies, problem solving skills and science learning motivations

Education plays an important role in improving an individual's quality of life. The learning process, which starts irregularly from birth, takes on a planned structure in school environments. Educators aim for permanent learning for students. In this context, they are developing studies on learning models that will affect the individual's ability to achieve permanent learning. The gamified flipped classroom model, which is one of the models applied by the educators in this direction, is to transfer the subject explained in the classroom outside the classroom and to carry the homework and activities given outside the classroom into the classroom. The aim of this research is to examine the effect of the gamified flipped classroom model on the critical thinking dispositions, problem solving skills and science learning motivations of primary school students. In the research, quasi-experimental design with pretest-posttest control group was preferred from the quantitative research methods. The 3rd grade students of a public primary school in the Akdeniz district of Mersin constituted the study group of this research. The research was carried out with 6 activities prepared for the "Let's Get to Know Matter" unit within the framework of the 3rd grade Science course curriculum. Accordingly, the implementation process took 6 weeks. Data collection tools of the research; Critical Thinking Tendency Scale for Primary School Students, Problem Solving Inventory for Primary School Children and Science Learning Motivation Scale were created. The collected data were analyzed with the Mann Whitney U test, one of the non-parametric tests, and the findings were obtained. As a result of the findings, no significant difference was found for both groups when the pretest results were taken into account. When the posttest results were examined, significant differences were found in students' critical thinking dispositions, problem solving skills and motivation to learn science. This situation is in favor of the experimental group and is at a positive level. As a result, it was seen that the gamified flipped classroom model had a positive effect on primary school students' critical thinking disposition, problem solving skills and science learning motivation.