Flipping the experimentation process: influences on science process skills

Abstract

This paper reports on a study aiming at examining the development of science process skills through the implementation of experiments in a science course which was performed in flipped classroom design. Flipped classroom model was implemented for a series of experimentation activities in a science classroom in which 38 science teacher candidates were enrolled. Both quantitative and qualitative data were used to acquire a better understanding of the improvement in science process skills. A test of Integrated Process Skills, participants’ experiment plans and interviews were used as data gathering tools. The results indicated that flipped learning in the experimentation process positively influenced especially identifying and stating hypotheses and operationally defining science process skills. It was observed that the provision of the required prior conceptual and procedural knowledge via watching videos as out of-school activities was an effective way in flipping the experimentation process. The affordances of videos and the guidance of the instructor played a key role on the teacher candidates’ laboratory oriented learning journey. Along with the results, some implications were provided for flipping the courses including such practical sessions as experiments.