The Effect of the Flipped Classroom on the Nature of Science (NOS) and Student Achievement in Biology

Nowadays, new technologies as an integral partof the educational setting have created unique opportunities forteachers to apply various instructional and teaching methods tobetter educate students. This paper aimed at investigating the effectof the flipped classroom method on the nature of science (NOS) andachievement. This was a pretest-posttest semi-experimental studywith control group. The population included all tenth grade femalestudents of Tabriz city in the 2017-2018. The sample size consistedof 45 students of tenth grade selected by cluster sampling methodin which 23 of them were in the experimental group and 22 of themwere in the control group. Data gathering tools in this study includedthe questionnaire of NOS (Liang et al, 2008) and an teacher madeachievement exam in biology course. Data were analyzed usingcovariance analysis. Results showed that in the whole group comparison,the mean score of achievement in the experimental group wassignificantly higher than that in the control group (P=0.02). Therewas no significant difference on effect of flipped classroom on theNOS between two groups (P=0.07). The Flipped Classroom has led to an increase inlearning in students, thus it affects their academic development, butit did not affect students’ nature of science.