Abstract
The primary aim of this study was to investigate the effect of a scientific research methods course delivered through flipped learning on teacher candidates' attitudes towards scientific research and the course, and examine the teacher candidates' and instructors' experience in the process. The convergent parallel design was adopted in the study, and the participants were 102 elementary education teacher candidates taking the scientific research methods course at a Turkish university. Throughout the 12-week course, the students were presented the theoretical knowledge, materials and presentations related to the course by means of a distance learning platform, while discussions and activities were held in the classroom environment. All the activities performed and the problems that emerged were discussed among the researchers, and the necessary corrections and modifications were reflected to the classroom and online environments. In the data-gathering process, observations, interviews, reflective diaries and quantitative instruments were employed. The results showed that there were some problems in the implementation of flipped learning, the students developed negative attitudes towards scientific research and the scientific research methods course, and the existing learning culture was an important factor in the effectiveness of flipped-learning practices.
Highlights
In teacher education programs, various problems are encountered in the acquisition of learning outcomes in scientific research methods classes
The themes, cultural and personal issues, touched upon the reasons behind the problems encountered in the classes delivered through flipped learning in terms of cultural and student-related characteristics, while the theme "Implementation Process" contained the students' feedback and suggestions in relation to the problems they experienced in the process
The flipped learning (FL) approach by which the scientific research methods course was delivered can be said to have led to negative changes in the students' attitudes towards scientific research and the course
Summary
Various problems are encountered in the acquisition of learning outcomes in scientific research methods classes. Conducting scientific research requires a certain level of expertise, while making meaningful inferences from research entails an established research culture, which is only possible by means of a systematic research training. Research training aims at equipping individuals with the technical competencies for conducting research, and scientific attitudes and behaviours [2]. Technology-assisted distance education models can be employed in developing teacher candidates' scientific research skills and changing their attitudes as positive. One of these models is the flipped-classroom model that is categorised under the blended learning model (see Figure 1)
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