Analyzing of effects of flipped classroom practices on environmental consciousness in the fifth grade sciences lesson human and environment unit

This study aims to analyze the effectiveness of flipped classroom practices employed to raise environmental awareness of 5th grade elementary school students, to help them develop a positive attitude towards the environment, and to examine the effect of usage of technology in environmental education. It also aims to analyze the participants' comments on flipped classroom practices. The study was conducted with 25 fifth graders studying at a public school located in the Western Black Sea region of Turkey in the second semester of the 2018-2019 academic year. The study was conducted using the case study method, which is a qualitative research method. The research data was collected through semi-structured interview form that was administered to the participants before and after the study. Observation forms were used to identify the behaviors exhibited by the participants during the activities they engaged in within their respective groups. The data was analyzed using content analysis, and appropriate codes and categories were formed accordingly. The comments of the participants pertaining to the implementation process and the flipped classroom model were also explored. The results of the analyses conducted before and after the experiment indicated that the flipped classroom method was effective in raising students' environmental awareness. The participants were determined to have insufficient environmental knowledge and to be unable to provide a thorough identification of environmental issues and explain the human factor in environmental issues and the characteristics of an environment-friendly person before the environmental education through flipped classroom. It was seen that after the environmental education, the participants had relevant knowledge to define environment, were able to identify the components of the environment and environmental issues and explain the human factor, and exhibited positive attitudes attributed to environmental-friendly people such as loving and protecting the environment. As a result, environment classes using the flipped classroom method aiming to raise environmental awareness were found to be effective in reaching the said goal. The observation forms of the participants concerning the implementation process indicated that their performance levels increased every week, and they adapted to the flipped classroom environment in a short time. As a conclusion, considering that the flipped classroom method was proven to be successful in raising environmental awareness, this study suggests applying this model in different disciplines and making necessary attempts to introduce this method to teachers.