The effect of web 2.0 supported flipped learning model on some cognitive and affective variables of 5th grade students in force measurement and friction unit

The concern for increasing quality in education has led to the use of various methods and techniques in teaching from past to present, and efforts to transfer changing and developing technology to classroom environments. In recent years, the flipped learning model has increased its functionality by feeding on the developing technology. In the flipped learning model, the teacher gives the video lecture content prepared by the teacher to the students to watch at home; students learn the subject at home. In this way, students reinforce the subject by doing more activities at school and spending more time solving problems. The fact that the model provides students with the opportunity of lessons at home and activities at school allows the activities that enable learning science by doing and experiencing to be carried out in the classroom environment without time concerns. The aim of this study is to examine the effect of the "Web 2.0 supported flipped classroom" applications on the variables such as students' achievement, conceptual understanding, awareness of web 2.0 tools, and self-learning level with technology in the fifth grade middle school science course, Measurement of Force and Friction unit. Mixed method was preferred in the study. The sample of the study consisted of a total of 100 fifth grade students (50 experimental and 50 control groups) from two public schools in Balıkesir Kepsut and Balıkesir Altıeylül districts. Readiness tests were applied to the groups to prove the equivalence of the study groups, and the data obtained were analyzed in SPSS and it was concluded that the groups were equivalent to each other. In the study, the unit of Force Measurement and Friction was taught to the experimental group students with the web 2.0 supported flipped learning model, while the control group students were taught in accordance with the 2018 science curriculum. In both groups, the teaching practice lasted 12 lesson hours. At the end of the application, it was observed that the in-class application of Web 2.0 supported flipped learning model made a significant positive contribution to the cognitive variables such as conceptual understanding, achievement and affective variables such as self-learning levels and Web 2.0 awareness of the experimental group students compared to the control group students.