Flipped Classroom practices in primary school social studies lesson: An action research

The general purpose of this study is to reveal the reflection of the flipped learning model on the learning-teaching process within the scope of primary school social studies course. The participants of the study, which was designed according to the action research design, were determined using criterion sampling. The research was conducted with 8 primary school 4th grade students. A total of seven action cycles designed according to the flipped learning model were carried out in the social studies course. As data collection tools in the research; personal information form, academic achievement tests, researcher diary, student diaries, student products, virtual classroom environment data, observation notes, validity committee decisions and semi-structured interview records were used. Quantitative data of the study were analyzed with Mann Whitney-u and Wilcoxon tests. Qualitative data were analyzed by thematic analysis method. In the research, it was concluded that the teaching activities based on the flipped learning model improved the academic achievement of the students. In addition, it was determined that the students enjoyed the teaching process based on the flipped learning model practice and were satisfied with the fact that the course content was presented to them in advance with videos. It has been revealed that the model allows students to progress at their own individual pace, to repeat and to access the course content at any time.