The effect of the flipped classroom method on the teaching of the 6th grade sound and features unit

This study aims to determine the effect of the flipped classroom method on students' academic achievement, attitudes and 21st century skills in the "Sound and Properties" unit of the 6th grade science course and to determine students' opinions about these practices. The method of the study was an explanatory cross-sectional design, which is one of the mixed research methods. In the quantitative dimension of the method, a quasi-experimental model with a pretest-posttest control group was used to determine the effect of the activities designed with the flipped learning model on 6th grade students' learning of the "Sound and Properties" unit and their 21st century skills and attitudes towards the science course. The experimental part of the study was conducted in the second semester of the 2023-2024 academic year. The study group consisted of a total of 50 students in two 6th grade classes in a secondary school in Haliliye district of Şanlıurfa province and the science teacher. "In the 12-week implementation process, the FC method (Flipped Class Method), was used in the experimental group and the methods in the 2018 science curriculum were used in the control group. The data were collected through academic achievement test, attitude scale, 21st century skills scale for middle school students and semi-structured interview forms. SPSS 25.00 package program was used to analyze the quantitative data. Content analysis was also used for qualitative data and the opinions of the students in the experimental group about the FC application were obtained. The quantitative findings of the study revealed that there was a statistically significant difference in favor of the experimental group between the mean scores of the experimental and control groups in terms of academic achievement, attitude towards science course and 21st century skills after the teaching practices carried out in the experimental and control groups. In addition, students expressed various opinions that the flipped classroom model had a positive effect on their academic achievement, attitudes towards science course and 21st century skills. As a result, it was concluded that the FC method was effective in terms of students' academic achievement, attitudes towards science course and development of 21st century skills. It was also observed that the students in the experimental group who were taught with the FC method had mostly positive opinions about the application. This reveals that the use of the FC method in the science course is more beneficial than the current curriculum. KEYWORDS: Flipped Classroom Method, Academic Achievement, Attitude, 21st Century Skills, Sound and Its Properties