The effect of the Flipped Classroom Model on understanding and access to the nature of science by students

The purpose of this study is to examine the effect of the flipped learning model (Staker&Horn, 2012), which is one of thetypes of rotation models in thesub-level of blended learning models, on students' understanding of the nature of science, academic achievement, and class participation. In the study, the mixed research method, which allows th equantitative and qualitative research methods to complemente achother with the combined use of these methods, and the pretest-post test contro lgroup design were used. The sample required for the application consists of a total of 45 7th grade students, 22 in the experimental groupand 23 in the control group, studying in a state school in the Kepez district of Antalya province. The application was carried out for seven weeks with the experi mental group students in line with the flipped classroom model and the prescribed methods in the science program, while with the control group students in line with the prescribed methods in the science program. In order to obtain quantitative data, the VNOS-C (BDHGA) Scale developed by Lederman (2002), graded scoringkey (DPA) developed by Özcan (2013) and the Access to Test prepared by the researc her were applied to the students; where as to obtain qualitative data, the semi-structured interview form prepared by there searcher was applied to the student sand the observation form was applied to therese archexecutive. The data in BDHGA used in the study was analyzed by contentanalys is method and converted to quantitative data under DPA guidance. The converted data were analyzed by using then on-parametric Mann Whitney-U test and the data obtained from the Reach Test were analyzed by using the in dependent sample t-test. The data obtained from the Semi-Structured Interview Form and Observation Form were analyzed by contentanalys is. In line with the quantitative finding sobtained from the study, it was determined that the application of the flipped classroom model positively affected the understanding of the nature of science and academic achievement of the students. In line with the qualitative data obtained from the study, it was determined that the application of the flipped classroom model positively affected the attitudes of the students to wards the course and the research executive also had a positive opinion about the model and it was determined that the application of the model would be more effective by improving some technical in frast ructure.