The effect of reverse face classroom model applications on students' motivation, misconception, access and scientific process skills in science education

The aim of this research is to examine the effects of the flipped classroom model applications of the students studying at the 2nd level of primary education on the achievement, motivation, misconception and scientific process skills of the students in the science lesson. In addition, in order to get a better result, the qualitative method was used to support the quantitative data and to conduct in-depth research, and the opinions of the students were sought. In this study, "pretest-posttest control group design", one of the experimental design models, was used to obtain quantitative data. While the independent variable of the research was the Flipped Classroom Model Applications, the dependent variables were determined as achievement, motivation, scientific process skills and misconceptions. Qualitative data were obtained with semi-structured interview forms. The research group consists of 6th grade primary school students studying in a public school in the Erzin district of Hatay in Turkey in the 2022-2023 academic year. The research group consisted of a total of 26 students (n=13), 13 students (n=13) in the experimental group, where teaching with the Flipped Classroom Practices model was applied within the scope of the 'Systems in Our Body' unit, and 13 students (n=13) in the control group, where the teaching methods prescribed by the science curriculum were applied. In the experimental group, the activities of the augmented reality applications included in the flipped classroom applications model were given a lot of space. As a data collection tool to obtain quantitative data, the achievement test developed by the researcher based on the achievements in the 'Systems in Our Body' unit of the science lesson, the semi-structured student interview form developed by the researcher, the semi-structured student interview form developed by Dede and Yaman (2008) motivation scale (FÖYMÖ), the scientific process skills scale for the systems in our body unit prepared by Güçlüer (2012), and the three-stage concept diagnosis test prepared by Çetinkaya and Taş (2016). While analyzing the data, independent t-test analysis was chosen to compare the pre- and post-test achievement, concept diagnosis and scientific process skill test scores of the groups. In addition, the statistical analyzes of the research were made using the SPSS 18.0 package program. The data obtained from the semi-structured form used in the study were analyzed by content analysis method. In line with the quantitative findings obtained from the studies, it was concluded that the applications of the Flipped classroom model positively affected the achievement of the experimental group students, their scientific process skills and the elimination of misconceptions. Again, no significant difference was found in the effect of the pre-test and post-test experimental and control groups on motivation in learning science. The obtained qualitative data were subjected to content analysis. As a result of the content analysis, in the interview form, the students in the experimental group stated that the applications of the Flipped Classroom Model made science education more meaningful and more interesting.