Reflections of flipped learning on science teaching in multigrade primary schools

The general purpose of this study is to examine the reflections of flipped learning method on science teaching in primary schools with unified classrooms. In this study conducted within the framework of mixed research method, nested embedded design was used. The study group of this research consists of a total of 11 students, 6 girls and 5 boys, consisting of 3rd and 4th grade students studying in a unified classroom in Tekman district of Erzurum province in the 2023-2024 academic year. The application was carried out with the subject of "Force and Motion" in the science course and lasted for 5 weeks. In the study, academic achievement test, attitude towards science course scale and retention test were used as quantitative data collection tools; semi-structured interview form, researcher diary, observation and student diaries were used as qualitative data collection tools. Content analysis method was used to analyze the data obtained from observation, interview and diary analysis. Wilcoxon signed-rank ttest was used to analyze the quantitative data. As a result of the analysis, it was concluded that the flipped learning method had a positive effect on the academic achievement of the students and a significant difference emerged in the achievement test applied, the students developed a positive attitude towards the science course and the subjects learned with the application provided retention. It was concluded that students' interest and curiosity towards the school and the course developed, their awareness of responsibility increased, their social relations strengthened and more meaningful learning was provided. In addition, the students stated that they adopted the flipped learning method, that they liked the science course very much, that the application contributed to their lessons and that their communication with each other increased.