Abstract:

The aim of this study is to investigate the impact of flipped classroom applications on 7th grade students’ science success and intellectual risk-taking skills in the in the middle school science course. For this purpose, quasi-experimental design processes were carried out in the environments prepared for the force and motion unit. The study group of the research consists of 53 seventh-grade students. In the study, while giving the lesson to the experimental group students with applications of the flipped classroom, the control group was taught by methods that the present program used in schools is carrying out. For the flipped class, the learning environment for the students was prepared before the study and tested in a different group. Academic achievement test and intellectual risk-taking scale were applied as pretest and posttest to the students in the experimental process conducted for five weeks. Analyzes were made according to the difference scores between the data obtained with pretest and posttest. Research findings analyzed by parametric tests show that flipped classroom applications are effective in increasing the science success of the students. Although the experimental group students have higher intellectual risk-taking skills than the control group students, there is no statistically significant difference between the two groups. According to the effect size values, flipped classroom applications were found to be effective in increasing the students’ science success, but it was found that they did not have the same level of effectiveness in improving intellectual risktaking skills. According to results, suggestions were made for the researchers who will use the flipped class system in science education

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