The aim of this study is to analyze effect of the flipped classroom used in Nature of Science and History of Science Course on prospective science teachers's academıc achievement, metacognitive awareness and epistemological beliefs. In the study, non-equivalent control group model was used. Including the research experiment (N:32) and control (N:34) groups, it has been carried out with the 66 (39female and 27 male) prospective science teachers. "
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