The effect of using flipped classroom model in physics on learning products

Flipped Classroom Model (FCM), which can be defined as the integration of communication technologies into education, is a teaching model that carries the activities taking place in the classroom to the out of the classroom and the activities taking place outside the classroom into the classroom. The aim of this study is to investigate the effect of Flipped Classroom Model, enriched with digital contents and educational activities, on students' academic achievement, physics course performance level, problem solving skills and attitudes towards physics course. The study was carried out by experimental method and quasi-experimental design with pre-test and post-test control group was used. The study group of this study consists of 10th grade students studying at secondary level. The study was conducted in the 2017-2018 academic year and four classes from a secondary school were included in the study. The experimental groups consisted of 59 students and the control groups consisted of 62 students. In the study,while the subject "Pressure and Lifting Force" was studied according to the "Flipped Classroom Mode" in the experimental groups, in the control groups the lessons were carried out using methods appropriate to the 10th Grade Physics Curriculum. In the study, "Multiple Choice Academic Achievement Test" was used to determine the students' academic achievement levels; "Physics Performance Level Test" was applied to evaluate the physics course performance level; "Logical Thinking Group Test" conducted to to determine their problem solving skills; "Physics Course Attitude Scale" determine the attitudes of the students towards physics course. As a result of the pre-test and post-test measurements of the study, t-test analyzes were used for dependent and independent groups included in SPSS 20.00 package program for the analysis of the obtained data. According to the findings; it was determined that the academic achievement, physical performance and attitude scores of the experimental group students using the Flipped Classroom Model were significantly higher than the control group students. There was no significant difference between the experimental group students' problem solving skills compared to the control group students. In the light of the research results; the use of Flipped Clasroom Model in Physics courses at 10th grade and other grade levels may be suggested.