Integration of virtual laboratories with the flipped classroom model in science education: A study on student achievement and understanding of the nature of science

This study aims to examine the effects of integrating virtual laboratories into the flipped classroom model (FCM) on academic achievement and understanding of the nature of science in the "Interaction of Light with Matter" unit. The study group consists of a total of 54 seventh grade students enrolled in a state middle school located in the central district of a province in the Eastern Anatolia Region during the 2024-2025 academic year. A quasi-experimental design was used. The experimental group was taught using virtual laboratories integrated into the FCM, whereas the control group was taught using the traditional classroom model. The EBA platform was used for the online implementation, while PhET, JavaLab, and Seilias platforms were utilized for the virtual laboratory applications. The Interaction of Light with Matter Achievement Test and the Opinions Test on the Nature of Science were used to collect data. Parametric or non-parametric statistical analyses were conducted depending on whether the normality assumption was met. The findings indicate that the integration of virtual laboratories with the FCM did not result in a statistically significant effect on seventh-grade students' academic achievement or their understanding of the nature of science compared to the traditional classroom model. The results suggest that the use of virtual laboratories may have supported learning and thereby reduced the differences between instructional models. While the integration of the FCM and virtual laboratories plays an enriching role in science education; however, its effectiveness should be evaluated in relation to instructional design and the targeted learning outcomes.