The effect of the inquiry-based flipped learning model on eighth grade students' perceptions regarding reflective thinking and inquiry-based learning skills

The purpose of this study is to examine the effect of the inquiry-based flipped learning model on eighth grade students' perceptions of reflective thinking and inquiry-based learning skills and to determine students' views on the implementation of this teaching model. An explanatory sequential design from mixed methods designs was used in the research. A single-group pretest-posttest quasi-experimental design from quantitative research methods and a case study from qualitative research methods were used in the research. The study group consisted of 14 eighth grade students studying at a public middle school in Malatya Province in the 2023-2024 academic year. The data collection tools used were the "Reflective Thinking Scale", the "Inquiry Learning Skills Perception Scale" and a semi-structured interview form. According to the results obtained from the research, it was determined that the inquiry-based flipped learning model improved students' perceptions of their inquiry learning skills and contributed positively to their reflective thinking levels. Findings from student interviews indicated that students took a more active role in the processes of coming prepared, understanding and reinforcing and that increased opportunities for application supported learning responsibility and self-discipline. In the context of reflective thinking, it was determined that students gained self-confidence through self evaluation and participated more consciously in the learning processes. In terms of inquiry-based learning, it was stated that tendencies towards questioning, researching, discovering and collaborative learning were strengthened and that activities and experiments contributed to retention by making abstract concepts concrete. In line with the results of the study, it is recommended that the applicability of the inquiry-based flipped learning model be increased in different courses and units, particularly in science, that more research be conducted at the elementary and high school levels and that this model be included in teaching programs.