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Flipping the experimentation process: influences on science process skills Ünal Çakiroğlu1 · Onurhan Güven2 · Esin Saylan3 Accepted: 18 September 2020 © Association for Educational Communications and Technology 2020

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. Keywords  Science process skills · Experimentation · Flipped learning · Prior knowledge · Video based learning

* Ünal Çakiroğlu [email protected]; [email protected] Onurhan Güven [email protected] Esin Saylan [email protected] 1

Computer Education and Instructional Department, Fatih Faculty of Education, Trabzon University, 61335 Sogutlu, Akcaabat, Trabzon, Turkey

2

Fatih Faculty of Education, Mathematics and Science Education, Trabzon University, 61335 Sogutlu, Akcaabat, Trabzon, Turkey

3

Department of Banking and Finance, Vakfıkebir Vocational School, Trabzon University, 61400 Vakfıkebir, Trabzon, Turkey



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Ü. Çakiroğlu et al.

Introduction A series of studies were carried out on the experimentation process or other inquiry activities in science and it is noted that the inquiry activities provide student-centered and laboratory oriented learning (Secker 2002). Inquiry in science education was defined by Dewey back in 1910 as using the way in which science is practiced by scientists or problem solvers with formulating and testing hypothesis practices (Gormally et  al. 2009). Cerini et  al. (2003) pointed out that one of the most enjoyable, useful and effective ways of teaching and learning inquiry in science is experimentation. In the experimentation processes, students apply appropriate laboratory techniques, collect data and inquiry to solve problems using reasoning and evidence, provide interpretations by working on various tasks and write scientific explanations based on the evidence.