This study aims to determine the effect on the achievement, motivation and selfsufficiency of students of the flipped classroom approach adapted to Keller's ARCS (Attention, Relevance, Confidence and Satisfaction) motivation model and applied to a physics course. The study involved 66 students divided into two classes of a physics course. The first class used the traditional lecture format while the flipped classroom model was used in the second. The research data were obtained via the physics concept test, motivation questionnaire, physics self-sufficiency scale and semi-structured interviews. It was found that the experimental group students were achieve more than the students in the control group. An increase in motivation and self-sufficiency of the students in the experimental group was identified as well. Thereafter, semi-structured interviews were carried out with students of the experimental group. It was found that they had positive opinions regarding the flipped classroom approach.

Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly in the world, is not well recognized in our country. That is why the aim of study is to attract attention to its potential in education field and provide to make it recognize more by educators and researchers. With this aim, in the study what flipped classroom approach is, flipped classroom technology models, its advantages and limitations were explained. Keywords: Flipped learning, flipped classroom, new approaches

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Abstract-The purpose of this study is to investigate the impact of the virtual laboratory experiences on attitudes towards physics laboratories. It also aims to determine the opinions of students' in terms of the virtual laboratory. The study involved 42 students who were divided into two groups (21 treatment, 21 control). Students were randomly assigned to both groups. In the research, the pre-test and post-test control group design was used. The treatment group used the virtual laboratory. On the other hand, the control group used the physical laboratory. The research data were obtained via the "physics laboratory attitude scale" and semi-structured interviews. The result of this study demonstrate that the virtual laboratory experiences had positive effects on the students' attitudes. Additionally, semi-structured interviews determined that they had positive opinions regarding the virtual physics laboratory experiences.

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