Developing Prospective Science Teachers' Using of Chemical Knowledge with Flipped Learning Approach in the Context of Environmental Problems

Abstract

This study aimed to investigate the effect of the analytical chemistry laboratory course, designed, and conducted according to the flipped learning approach (FL) on prospective science teachers' meaningful understanding and interpretation of knowledge in the context of the environment. 73 second grade prospective science teachers (PSTs) participated in this action research, and the interventions lasted for thirteen weeks. The analytical chemistry laboratory (ACL) course was reorganized by replacing the traditional laboratory approach with the FL approach that established the context with the environment. The data were obtained through a conceptual understanding test (CUT) which was developed by the researchers, which consisted of five open-ended questions. The CUT was used as a pre-test and post-test along with an interview form. Results showed that the reorganization of the traditional laboratory course in accordance with the nature of action research and its integration with the flipped learning approach had a positive effect on the prospective teachers’ learning and opinions about the course. Also, it was determined that PSTs’ interpretation ability related to environmental problems in the chemical dimension improved significantly. However, despite this increase, it was concluded that they could not reach a sufficient level in terms of producing solutions to environmental problems. Considering that the effectiveness of FL practices both teaching subjects and environmental problems in ACL course, it is thought to be beneficial to use this approach in another laboratory course.

The Investigation of the Secondary School Students' Acceptance Levels of Flipped Mathematics Classroom

“…The flipped classroom model has attracted the attention of many researchers, and many studies have been conducted on the model in different disciplines such as foreign languages (Andujar et al, 2020), geography (Graham et al, 2017), history (Oura et al, 2018), chemistry (Candas et al, 2022), and physics (Hinojo-Lucena et al, 2020). One of the disciplines in which the flipped classroom model has been frequently studied is mathematics (e.g., Ağırman, 2023;Bhagat et al, 2016;Bolatlı & Korucu, 2020;Katsa et al, 2016;Wei et al, 2020;Zengin, 2017).…”

Investigating Flipped Laboratory Practices of Science Student Teachers

“…As a result of examinations made in relation to studies carried out with the FL approach, as there is common opinion that this approach will make a positive contribution to academic success of students (Barral et al, 2018;Bokosmaty et al, 2019;Davies et al, 2013;Hibbard et al, 2016;Kuroki & Mori, 2021;Ryan & Reid, 2016;Tomas et al, 2019. FL has been shown to enhance the lab teaching skills and technological, pedagogical and content knowledge of student teachers (Bae, Lee & Park, 2021;Candaş, Kiryak & Özmen, 2021;Çakiroğlu, Güven, & Saylan, 2020;Widyasari, Masykuri, Mahardiani, Saputro &Yamtinah, 2022). It is believed that the examination of the outcomes of the teaching process which is rearranged according to the FL approach, will contribute to the literature.…”