Flipped Classroom Model activities and academician views in the teaching of 8th grade pressure unit topics and concepts

Today, there are many methods, techniques and models that can be applied differently in the education process. The TYS model is a model that reverses classical teaching techniques. It can be defined as a model where subject teaching is carried out at home and activities are carried out in the school environment. This is research. In order to develop inverted classroom model activities in the teaching of 8th grade "pressure" unit topics and concepts and to determine the opinions of academicians about these activities. Separate inverted classroom model activities have been developed for pressure unit, solid, liquid and gas pressure issues. The study was conducted with 6 academicians working in science education at Amasya University Faculty of Education. The study group was determined by the sample for purpose. The study was carried out with design-based supported case science design within qualitative research approaches. Semi-structured interview questions were used as data collection tools and face-to-face interviews were conducted. One week before the interviews, the solid, liquid and gas pressure inverted classroom model activities developed within the scope of the study were sent by e-mail for the purpose of examination of the academicians with written and video documents. With the permission of the academicians, audio recordings of the data were taken. Data analyses were analyzed with qualitative data analysis tool MAXQDA 2022 program. Codes were created by converting audio recordings into written documents. The findings are presented in figures and charts. As a result of the research, the 8th class pressure unit; It was concluded that the solid, liquid and gas pressure inverted class model activities were prepared in accordance with the TYS model, which increased the permanence of learning, and that it was a model that allowed more activities for the in-class stage. In addition, it is stated that additions should be made to the evaluation stage, where the activities developed for solid pressure are prepared in accordance with the student level and will provide advantages in teaching solid pressure. The opinions of academicians about the activities developed for liquid pressure are stated as being prepared in accordance with the TYS model and being suitable for course outcomes and student levels. The effectiveness of the gas pressure TYS model is stated to be suitable for the TYS model, student level and course achievements. The results of the research suggested that the solid-liquid-gas pressure activities developed within the scope of the study could be used in the teaching of the pressure unit, that the TYS model could be used in the teaching of the pressure unit due to its superior features for other teaching methods and techniques, and that additions could be made to the measurement and evaluation stages of the activities. This study is thought to be useful to researchers who will conduct research on the TYS model, science teachers, and teachers who want to use the TYS model in their lessons.